Self-Regulation Snap Shot #1: A Focus on Infants and Toddlers

This snapshot summarizes key concepts about self-regulation development and intervention for infants and toddlers for practitioners and educators interested in promoting self-regulation for this age group. It is based on a series of four reports on Self-Regulation and Toxic Stress prepared for the Administration for Children and Families (ACF). Visit the Toxic Stress and Self-Regulation Reports page for more information.

Self-regulation skills developing in infants:

• Shifting attention or averting gaze when over overwhelmed
• Self-soothing by sucking fingers or a pacifier

Developing in toddlers:

• Focusing attention for short periods
• Adjusting behavior to achieve goals
• Briefly delaying gratification
• Beginning to label feelings
• Turning to adults for help with strong feelings

Key considerations for promoting self-regulation in infants and toddlers:

• Train teachers and child care staff in co-regulation skills, particularly warm interaction, responsivity to child cues, and environmental structure
• Identify ways to support school and child care staff’s own self-regulation capacity
• Share self-regulation information, ideas, and classroom approaches with parents/caregivers to support their co-regulation and promote consistency across environments

Rosanbalm, K.D., & Murray, D.W. (2017). Self-Regulation Snapshot #1: A Focus on Infants and Toddlers. OPRE Report #2018-10, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services.