Hi Ibrahim,

I think that The Social Baseline Theory (SBT) offers a very interesting framework for understanding how children – depending on the quality of available social resources - are learning to outsource (and thereby regulate) vigilance towards potential threats in the environment, emotional responding, and other demanding neural and behavioral activities - with implications for how they think, act and feel. In my opinion, SBT in combination with Bowlby’s Attachment Theory provides a good explanation of the development of self-regulation in children.

This article explains the neural basis of self-regulation in children:

http://web.stanford.edu/group/sparklab/pdf/Tarullo,%20Obradovic,%20Gunnar%20(2009,%200-3)%20Self-Control%20and%20the%20Developing%20Brain.pdf

This is a good introduction to SBT: https://www.researchgate.net/publication/274318095_Social_Baseline_Theory_The_Social_Regulation_of_Risk_and_Effort

Best regards,

Roger

http://web.stanford.edu/group/sparklab/pdf/Tarullo,%20Obradovic,%20Gunnar%20(2009,%200-3)%20Self-Control%20and%20the%20Developing%20Brain.pdf

Article Social Baseline Theory: The Social Regulation of Risk and Effort

Thanks a lot Roger for your answer. It seems this will fit well in my research. If you could provide and Social Baseline Theory research in Early Childhood Development, that would be great. 

Thanks 

Ibrahim 

Hi Ibrahim. I believe that the studies from Ruth Feldman can answer your question. This author made experiments about how the interactions between mother and baby in early development, the tree first months of life of the baby, contribute to the emergence of the capacity of self regulation of biological rhythms and emotional regulation. She also shows that these interactions with the baby contribute to the development of empathy and symbol use. 

Kind Regards, 

Marcos

Hi Ibrahim.

I completely agree with the suggestions above. In addition, you might find the work by Kopp, Blair, Duckworth and Trommsdorff helpful.

Best wishes

Frank

Blair, C., and Raver, C.C. (2015). School Readiness and Self-Regulation: A Developmental Psychobiological Approach. Annual Review of Psychology 66, 711-731. doi: doi:10.1146/annurev-psych-010814-015221.

Duckworth, A.L., Gendler, T.S., and Gross, J.J. (2014). Self-Control in School-Age Children. Educational Psychologist 49, 199-217.

Kopp, C.B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology 18, 199-214.

Trommsdorff, G. (2009). Culture and Development of Self-Regulation. Social and Personality Psychology Compass 3, 687-701. doi: 10.1111/j.1751-9004.2009.00209.x.

When a parent is attuned to the infant's  signals , especially  signs of distress or need, then the baby learns to become  emotionally positively  attached to  that parent;  the baby , who has had control of  his or her strong negative feelings met in harmony for months, now becomes able  to take over by self control, such as sucking thumb or looking toward mom, or vocalizing rather than crying or thrashing to get needs met. , The parent has modeled positive  soothing and nurturance and now the baby internalizes self soothing and self nurturance. Calm low voice, reassuring murmurs, prompt attention to infant distress... these will all help the baby slowly to devise ways to control  emotions and enhance patience  while waiting for an adult to help.   this is a long process, that begins with parental attunement  to and prompt meeting of infant needs.

Thanks a lot for your answers. They have been really helpful. 

Ibrahim 

I am currently working on a Self-regulation Emergence Scale, which will track the development of Self regulation from prem babies (neurophysiological homeostasis) to arousal and state regulation to emotional and behavioural regulation and eventually cognitive and attentional self-regulation. It will focus on the 0-3 year old. When it is done, hope to publsih it and will share it here. Read Ruth Feldman's work and have a look at a few of these articles