Self Control Research Paper

Importance of Self-Control

Research indicates that early self-control is related to self-control in later childhood and throughout life (Bronson, 2000; Eisenberg et al., 1997; Sroufe, Carlson, & Schulman, 1993). Children with poor self-control tend to disrupt class, behave aggressively, and are likely to be rejected by their peers. Children with poor control are likely to be poorly adjusted to the adult world. The ability to self-regulate has been associated with secure attachments (Vondra, Shaw, Swearingen, Cohen, & Owens, 2001) and is also predictive of emotional knowledge, social competence, conscience, and resiliency in early to middle childhood (McCabe, Cunnington, & Brooks-Gunn, 2004).

Early regulatory difficulties predict later problematic

social behavior. Longitudinal research also has shown a relation between self-regulation in the preschool years and later cognitive achievement (McCabe et al., 2004). The good news is some studies have shown that "self-control can be learned, and when it is learned[,] it leads to increased self-confidence and self-esteem" (Lowenstein, 1983, p. 229).

Erikson (1963) believed humans undergo developmental change throughout the life span and articulated this belief in an eight-stage theory.

Only the first two stages, Trust versus Mistrust and Autonomy versus Shame and Doubt, will be discussed here. During the Infancy Stage of Trust versus Mistrust, infants gain a sense of trust from warm and responsive care. If infants' needs are not met consistently, or are met in a harsh manner, infants may believe the world is unfriendly and consequently develop mistrust. When trust is established, however, children are more capable of "waiting" when the significant figures in their lives are gone for a time. For example, during lunch time, a mom tells her daughter, "I am going to get you some milk, and I will be right back." A 20-month-old toddler may say "Mommy, mommy," but will not resort to crying, as she is able to control herself and wait for her mom. Part of developing trust means coping with separation. As teachers, we need to be sensitive to parents' feelings; some parents suffer because their child cries when they leave and others suffer because their child does not cry. Teachers can suggest that parents bring objects from home, such as blankets, soft toys, and photos, that will help comfort

children.

The Autonomy vs. Shame and Doubt Stage occurs from ages 1 to 3. Children at this age begin to discover the power they possess. Their developing capabilities allow them to do more for themselves. Adults foster autonomy when they allow reasonable free choice and do not force or shame the child. Children who successfully cope with potty training and feeding themselves, for example, will experience a sense of power that promotes autonomy and self-esteem. If infants and toddlers are restrained too much or punished too harshly, they are likely to develop a sense of shame and doubt. The "popular" word for this age is "no." When children want to "do it," set up the situation so they can. We need to remind ourselves that it takes time to develop a feeling that something belongs to them and not overly emphasize sharing.