As they develop, most children begin to use self-regulation
skills without prompting or assistance. They develop
strategies to manage incoming information, choose appropriate
responses, and maintain levels of arousal that allow
them to actively participate in learning. When children
routinely self-regulate without adult assistance, they have
internalized self-regulation (Bronson 2000). Vygotsky
([1934]1986) described internalization as a process in
which children progress from co-regulating behavior with
an adult to doing so independently. Thus, to develop selfregulation
skills, children need many opportunities to experience
and practice with adults and capable peers.