Supporting emotional regulation in early years

The Zones of Regulation framework and curriculum was developed by Leah Kuypers. It is a structured approach used in many schools and settings to help children to develop their vocabulary and awareness of emotions and to build skills in emotional regulation.

Some settings in Sheffield use a simplified version of this approach to support young children with speech, language and communication needs (SLCN) to recognise, communicate and regulate their emotions.

Supporting young children with SLCN to recognise and express their feelings

During the pre-school years, children regularly experience situations that trigger an emotional response. Children need language skills to be able to talk about what has happened, to understand what others are saying to them and to express how they are feeling.

This can be very difficult for children with SLCN.

They may have difficulties understanding and learning the ‘feelings’ vocabulary that they need. They may not have the spoken language skills they need to talk about something that has happened. For this reason, children with SLCN are more likely than their peers to express their feelings through:

• internalising behaviours including feeling fearful, sad, irritable, withdrawn or panicked
• externalising behaviours including hyperactivity, impulsivity, disruptive or aggressive behaviour

Why use a Zones of Regulation® approach?

Zones of regulation gives a structure for teaching and practising emotional regulation.

For younger children, the focus needs to be on co-regulation with adults supporting children to identify and manage their feelings.

Zones of regulation gives a common language for all adults and young people to communicate about feelings. It uses a clear visual colour system to help children recognise and label their feelings and use strategies to move between the zones.

Zones of regulation is a whole class or whole group approach that teaches children that it is ok to be in any zone and that it is normal to experience different feelings.

Zones of Regulation is an evidence-based approach.

Why use a simplified approach?

The zones of regulation approach is usually recommended for children aged 4 and above but a simplified approach can be used by all children.

The resources and activities available in the manual require language levels, understanding and expression, that are far in advance of the language levels of many young children with SLCN.

We can use a simplified range of emotions vocabulary, appropriate for the age and language levels of the children.

We can incorporate other successful approaches to support children’s communication, such as Makaton signing and symbol supported communication.

This approach has been very successful in supporting children at the Sheffield Early Years Language Centre (SEYLC).

General top tips when using zones with young children with SLCN

• It is important that children feel there are no ‘right’ or ‘wrong’ emotions. Be careful not to give the impression that a particular feeling is good or bad. Many children will tend to say they are ‘happy’ because this is what they think you want them to say.
• Adults need to model how they are feeling, using a range of emotions to show this is normal over a period of time. If you use ‘feelings boards’ with photographs, make sure the adults also have photos and also place theirs on the boards.
• Reflect back and acknowledge how you think children feel, using ‘I think’, for example, “I think you are feeling angry” You could use the feelings mat and a facial expression to reinforce this.
• Do not assume that children already know the vocabulary. Begin with happy and sad then gradually introduce and teach more emotions. Some children do not yet have happy and sad in their vocabularies.
• Use the same words that the child uses. If they refer to themselves as ‘mad’, use this word to acknowledge their feelings.
• Zones can be a very valuable tool when children are experiencing ‘big’ feelings. Do not only use zones when things are going wrong. Children need to experience the zones and emotions vocabulary when they are feeling calm so that they can learn this successfully and then draw on this when they are having big feelings.
• Have a feelings mat handy in different areas of the classroom or nursery. If a child is upset, they might not want to come with you to the feelings area but may be able to use a ‘feelings mat’ where they are.
• Explain the resources to parents and carers. You could share a home feelings board for the family to use at home.