ELG: Self-Regulation
Criteria for the Self-Regulation ELG
As set out in the early years foundation stage statutory framework, children at the expected level of development for the Self-Regulation ELG will:
- show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly
- set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate
- give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions
Key messages
When making judgements on the Self-Regulation ELG, remember:
- behaviours like fidgeting or needing support are developmentally appropriate and are expected at this stage
- evidence should include how children sustain attention, work towards goals and manage routines, particularly through play
- to look for ‘stop and think’ behaviours, such as pausing, waiting, negotiating or adapting responses
- the benefits of explicit teaching for managing emotions, controlling impulses and developing executive function to follow instructions involving several ideas or actions
- to recognise diverse expressions of self-regulation, including those linked to SEND
This video illustrates examples of assessment practice. While it features real children in real school settings, their actual developmental levels may differ from what is shown, and some scenes include acting for demonstration purposes.
Transcript
Transcript
When assessing personal, social and emotional development, or PSED, it is important to consider what behaving appropriately and understanding right and wrong look like for a four- and five-year-old.
These concepts are developing and expressed differently.
Also, remember many children may struggle to sit still at this age, particularly if they are still young in the year.
Often, this is age-appropriate and not always evidence of an underlying special educational need.
With a calm, structured and predictable environment, many children will quickly develop self-regulation skills within the reception year.
In these examples, Oscar says, “We need playdough for everyone,” showing fairness and responsibility.
– We need playdough for everyone.
Thank you.
– Oh, goodness me.
Layla helps clean up a spill.
I wonder how we could fix this.
– We could get the tissue paper.
– Do you want to help me? Go, go, go.
Jasper rocks gently while lining up objects.
This is how he regulates and engages.
These moments are examples of children managing emotions, understanding rules and relating to others in their own ways.
Recognising diverse expressions of self-regulation is key to fair and inclusive assessment for the PSED Self-Regulation ELG.
Can you understand he was reading that book first?
What do you need to say if you would like something?
I would judge Olga as expected in the Self-Regulation ELG.
This judgement is based on a best-fit approach.
She listens, responds appropriately and manages her emotions across different situations.
How do you think he felt?
– Sad. – Sad.
She shows an understanding of feelings, can work towards goals and can control impulses, even if she occasionally needs adult support.
That’s typical at this age and still meets the ELG.
Alfie is still developing self-regulation skills.
He finds it difficult to manage strong emotions and needs adult support to resolve conflicts.
While Alfie can follow instructions, he often requires prompting and reassurance to stay engaged and focus.
Do you remember when Andrew was having a really hard time sharing?
– Yeah.
– I was really proud of you because you waited your turn, didn’t you?
– Yeah.
These behaviours are not unusual at this age, but they suggest he is not yet consistently demonstrating the independence and goal-directed behaviour expected by the ELG.
I would therefore assess Alfie as emerging in self-regulation and will continue to provide structured opportunities to support his development.
I know you had a tricky morning with sharing. How are you feeling?
– Happy because he didn’t break it.
– So you’re feeling better now?
– Yeah.
The PSED Self-Regulation ELG is about how children manage their emotions, follow instructions and adapt behaviour in different situations.
It’s not about perfect control — it’s about consistency, growing independence, emotional awareness and the ability to respond appropriately with support when needed.
Case studies
Aisha is working at the expected level
Aisha consistently demonstrates the self‑regulation behaviours described in the ELG across a range of classroom situations. She manages her emotions appropriately, adapts well to daily routines, and follows multi‑step instructions with minimal prompting. During whole‑class and small‑group learning, she sustains attention, listens to others, and returns focus after short distractions. She shows clear “stop‑and‑think” behaviours, waiting for her turn, responding to adult guidance, and adjusting her approach to tasks when challenged. In both indoor and outdoor environments, she engages confidently and independently, using strategies such as taking a moment, asking for help appropriately, or choosing a calming activity when required.
In play, she collaborates effectively with peers, negotiating roles, problem‑solving, and contributing ideas. She communicates how she feels using age‑appropriate language and demonstrates an awareness of others’ emotions, often supporting classmates during disagreements or transitions. Her strong engagement and curiosity support sustained involvement in activities, and she shows growing independence in organising resources and managing transitions. Across the evidence base, Aisha demonstrates the key descriptors of the Self‑Regulation ELG: recognising feelings, regulating behaviour, maintaining focus, and working towards simple goals with control and confidence. On a best‑fit basis, she is judged to be working at the expected level.
Reuben is working at the emerging level
Reuben is developing early self‑regulation skills but does not yet apply them consistently or independently. He shows curiosity and positive engagement in activities he enjoys, particularly construction, and outdoor exploration. However, he often finds it difficult to settle at the start of the day or after transitions and may become anxious or overwhelmed when routines change unexpectedly. During adult‑led tasks, he can struggle to sustain attention, follow multi‑step instructions, or wait for his turn without adult reassurance or repeated modelling. As a result, he often interrupts, starts crying or walks off. He understands classroom expectations, but needs frequent support to manage big feelings, stay focused, or re‑engage when distracted.
Staff use predictable routines, visual timetables, and consistent language to help him feel secure. With this support in place, he is beginning to recognise his emotions and use simple strategies suggested by adults, such as choosing a quiet activity, holding a preferred object, or using visual cues, to regulate his behaviour. In play, he interacts well with familiar adults and peers but may withdraw or become unsettled when demands increase. While he is making clear progress, he does not yet show the sustained attention, impulse control, or independence outlined in the ELG descriptors. On a best‑fit judgement, he is judged as emerging, with next steps focused on developing transition confidence, expanding attention for adult‑led activities, and strengthening independent use of regulation strategies.