Self-regulation is also like using a thermostat because
both are active, intentional processes. Setting a thermostat
requires an intentional decision and the device actively
monitors environmental temperature. Similarly, self-regulation
requires intentional decisions (“I will not hit Andrew!”)
and active processes (sitting on one’s hands so they are
unavailable for hitting). Although children’s behavior is
regulated by many processes that function outside their
awareness, researchers have found children’s intentional
self-regulation predicts school success (Zimmerman
1994). When provided with appropriate opportunities,
young children can and do learn intentional self-regulation.
Researchers Elena Bodrova and Deborah Leong, for
example, taught preschoolers to plan their play activities
and found planning helped children develop stronger selfregulation
skills (Bodrova & Leong 2007). Planning is an
important part of self-regulation. Teachers might suggest
that children sit on their hands to remind themselves to not
hit or touch another child. To use this practice, children
must think about potential future actions and then imagine
and enact alternative behaviors.