Supporting Regulation in Early Childhood Classrooms

Many early childhood classrooms are noticing an increase in children who have difficulty staying focused, jump quickly between activities, or rely on big body movements when overwhelmed. These patterns highlight a growing need for  thoughtful, proactive approaches to supporting regulation in early childhood classrooms.

Why Regulation Is a Growing Focus

Young children are still developing the skills to manage their energy, attention, and emotions. Recent shifts in daily routines and early experiences, such as increased screen time, reduced physical play, and fewer social interactions, may contribute to these challenges.

In the classroom, this can show up as:

• Climbing furniture, running, or throwing objects when the environment becomes loud or busy

• Difficulty staying engaged in a task for more than a minute

• Frequent transitions between activities

• Seeking extra sensory input during play

These are often signs that a child needs additional support to stay regulated throughout the day.

Understanding What Children Communicate Through Movement

For some children, physical behaviors are their way of signaling that they feel overwhelmed or that their bodies need sensory input. Traditional calming strategies, like deep breathing or quiet reminders, may not always meet these needs, especially for children who regulate best through movement.

Understanding the “why” behind a child’s behavior helps adults respond in ways that meet their sensory needs, rather than trying to calm them down through methods that may not work.

Proactive Strategies That Support Regulation

Many classrooms will find success with simple, movement and sensory based opportunities planned throughout daily routines. These might include:

• Heavy work activities such as pushing, pulling, or carrying materials

• Short movement breaks using jumping, stretching, or animal walks

• Sensory tools that provide tactile or proprioceptive input

• Designated movement spaces where children can engage safely

These activities help children regulate their bodies, release excess energy, and return to calmer activities with more focus. For additional guidance and practical strategies, see Teaching Kids Emotional Regulation.

The Role of Childcare Staff in Creating a Regulated Environment

Children look to adults to understand how to react during busy or challenging moments. When staff are able to stay calm, model coping strategies, and provide predictable support, they create a steady environment where the children in their care can practice their own regulation skills.

Grounding moments, predictable routines that help children move calmly from one activity to the next, and coordinated support among staff can make a significant difference in how the classroom feels and functions. For example, a morning “welcome circle” can serve as a grounding moment. Children and teachers would gather to take a few deep breaths, share how they are feeling, and go over the day’s schedule. This creates predictability in structure and signals that the classroom is a safe and organized space.

Coordinated support among staff could involve sharing information about each child’s needs, emotions, and challenges throughout a day or week. For instance, if a child had a rough morning at drop-off or didn’t sleep well during rest time, a daily log could be utilized to ensure all rotating caregivers provide consistent support. This communication builds reliability and trust for the child, reinforcing regulation.

Building Program Classrooms That Support Regulation

Supporting self-regulation in early childhood classrooms means creating spaces where movement is understood, needs are recognized, and children receive the right kind of input at the right time. With intentional routines and responsive staff, children learn to navigate challenges, stay engaged, and build lifelong regulation skills.