Biological – Activity and energy levels are helpful when knowing more about self-regulation. The energy levels of children can vary but typically when you notice impulse issues it is one extreme to the next (extremely lethargic and tired to overly hyper and excitable).
Emotional – feelings, mood and emotion is one are which children learn to properly self-regulate. This is the act of using proper emotions in different situations.
Cognitive – This component of self-regulating is the skill to consciously control our thoughts and actions. This can be things such as attention shifting, working memory, planning, flexible thinking and impulse control.
Social – A big part of self-regulation is social skills. This would be the act of facilitating interaction and communication with others and acting appropriately in different social situations.
Prosocial – this is the act of empathy, prosocial behaviour is the act to benefit another. Therefore it is, engaging in positive behaviours to promote friendship and appropriate social behaviour
Disruptions in any of these areas can result in children needing to work on their self-regulation, Either up regulate (increase their energy level) or down regulate (decrease energy levels).
Up regulate is when children who are feeling tired and even depressed need to up regulate to feel more energetic. Whereas down regulating is for children who are constantly hyper and more excitable, who need to become more calm.