Play has also been shown to be effective in helping children develop self-regulation. During play, children must act deliberately, inhibiting behaviour that is not part of the specific role. Such inhibiting action supports the development of intentional behaviour. When playing with others, children also learn to wait for their turn, control emotions when things don’t go their way (such as learning how to react when a toy is snatched), and comply with others' commands.

Studies have also shown that routines

, structured play

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4. Healey, D and Healey, M. (2019). Randomised Controlled Trial comparing the effectiveness of structured-play (ENGAGE) and behaviour management (TRIPLE P) in reducing problem behaviours in preschoolers. Scientific Reports; 9 (1) DOI: 10.1038/s41598-019-40234-0 (Level III)

, and behaviour management techniques

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5. Baron, A., Evangelou, M., Malmberg, L.E., Melendez-Torres,G.J., & Campbell Collaboration. (2017).The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review. Campbell Systematic Reviews 2017:10. Campbell Collaboration. (Level I)

can be applied by caregivers to help develop children's self-regulation abilities. Having opportunities to practise expected behaviours through daily routines also helps create and maintain appropriate child behaviours as it gives the child consistency and helps with planning abilities.

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6. Fiese BH, Tomcho TJ, Douglas M, Josephs K, Poltrock S, Baker T. (2002). A review of 50 years of research on naturally occurring family routines and rituals: cause for celebration? J. Fam. Psychol. 16:381–90 (Level III)

According to Kopp, between 12 and 18 months of age, children become capable of control, which involves the awareness of social demands and the ability to initiate, maintain, stop undesirable behaviour, and to comply with caregivers’ requests. By 24 months, they acquire self-control, which includes the ability to delay on request and begin to regulate behaviour, even in the absence of external monitors.