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The self-control concept in children is the ability to express and cope with deep emotions correctly. The concept mentioned above also entails children having to tell apart the impulses they have to act on, which influences the development of thinking skills in childhood. The ability to sustain the concept of self-control remains relatively stable and varied across time and contexts. Recent research by Bergin et al. (2018) shows that self-control destabilizes beyond childhood. However, the above concept continues to change between rankings of self-control per individual through adolescence throughout early childhood. Further, self-control levels occasionally wax and wane over time and the day, which suggests that self-control is more of a fluctuating resource measured along physical energy lines than other more stable concepts like mental capacity or intelligence.
The ability to control desires, emotions, and needs vitally influence academic performance and concentration with school tasks (Gagne & Nwadinobi, 2018). Therefore, learners with high levels of self-control tend to possess stable thinking patterns that predict increased well-being and reduced stress. Self-control positively influences learning and achievement because learners tend to have firm self-discipline that allows them to remain focused on attaining their goals and challenging tasks. A lack of high self-concept levels implies low self-esteem, which perfectly inhibits focus toward achieving goals in life.
Self-control can be taught through the following practical strategy to help boost self-regulatory abilities in childhood, both in school and at home (Van et al., 2018). Subjecting learners or kids to freeze dance and inform them that when the music stops, they should hold very still at the posture the stop gesture found them. The practice mentioned above would help learners to develop regulating their impulses. The other way would be soliciting feedback from learners in the classroom. The above techniques will make the learners improve their self-expression abilities whenever called to action. The other way would be establishing routines for learners or kids that they would freely choose how and when to accomplish willingly. Establish games that reward consequently for misbehaving and that encourage positive rewards for delayed gratification, for instance, the game on mash marrows.
References
Bergin, Christi Crosby, and David Allen Bergin. Child and adolescent development in your classroom, chronological approach. Cengage Learning.
Gagne, J. R., & Nwadinobi, O. K. (2018). Self-control interventions that benefit executive functioning and academic outcomes in early and middle childhood. Early Education and Development. Web.
Van Scheppingen, M. A., Denissen, J. J., & Bleidorn, W. (2018). Stability and change in self–control during the transition to parenthood. European Journal of Personality, 32(6), 690-704.
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