To successfully self-regulate, children must control their thoughts, behaviours and emotions so that they can effectively manage social interactions and achieve desired goals. Central to this is the ability to engage in effective problem solving, take measured risks and persist when faced with difficult tasks. Encouraging measured risks may be done by supporting children to engage with tasks where they may not necessarily experience success (e.g., attempting a difficult puzzle, making a prediction or attempting to write their name). Learning to persist in the face of challenge is one of the most important outcomes of self-regulation. Without the ability to persist, children would rarely achieve desired goals.
Scenario: While supporting children to engage with a ‘float and sink’ experiment, educators encouraged children to select a classroom object and predict whether it would float or sink. Once each child had made their prediction they were asked to put it to the test. After watching several children place their object in the water Jacob realised that his prediction may have been incorrect. When it was time for him to test his prediction Jacob told the educator he didn’t want to do this activity anymore.
Support problem solving and persistence through the use of open-ended questioning and engaging children in the scientific process. This process involves:
This principle and associated practices are referenced in the following sources of evidence in the EYLF: