Child Care and Early Education Research Connections

Skip to main content

Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective


We begin by defining self-regulation from an applied perspective within a normative developmental context and describe cognitive, emotional, and behavioral domains of self-regulation and how they interact. Next, we consider how stress and adversity may impact self-regulation. We then describe the developmental tasks of self-regulation from birth through young adulthood, with particular attention to contextual factors that may impact development. Within this framework, we propose a model of "co-regulation" for conceptualizing caregivers' roles in supporting children's self-regulation development, providing examples across the age span. (author abstract)

Resource Type:

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Self-regulation and toxic stress: A review of ecological, biological, and developmental studies of self-regulation and stress

Literature Review

Toxic Stress and Self-Regulation Reports

Administration for Children and Families/OPRE Projects

Self-regulation and toxic stress report 4: Implications for programs and practice

Release: 'v1.54.0' | Built: 2024-02-19 12:13:38 EST