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.
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.