Using Movement to Promote Self-Regulation in Early Childhood Education

Self-regulation is an important predictor of children’s learning and positive behavior in the classroom. In early childhood, self-regulation undergoes significant development along with the development of motor skills. The intrinsic association between these two lines of development makes early childhood a window of opportunity for fostering self-regulation through movement. This paper explores the benefits of movement-based interventions for self-regulation in early childhood. More specifically, it discusses the positive impact of movement games, physical activity, music/dance, and mindfulness on response inhibition, working memory, and attention. The paper concludes with recommendations for school psychologists on how to incorporate movement-based activities throughout the school day.