22–36 monthsSelf-RegulationPersonal, Social and Emotional Development: Managing feelings and behaviour
Can usually adapt behaviour to different events, social situations and changes in routine.
Observe whether the child: can usually adapt behaviour to different events, social situations and changes in routine.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Can sometimes adjust after preparation and close adult support (warnings, simple routines), but changes still often lead to protest or dysregulation.
What you might see
Cries/screams and drops to the floor when asked to stop play and move, even after a countdown.
Keeps running/shouting during story time even after several reminders to use a quiet body/voice.
Refuses to enter a new room or join a new group activity and cannot settle without being removed.
Moves to the next activity only when an adult physically guides them, protesting while moving.
Uses an “inside voice” for a short time after a prompt then returns to shouting.
Accepts a routine change when offered two clear choices (e.g., “book or puzzle”) but continues whining/clinging.
Expected
On track
Adapts behaviour in familiar contexts when given predictable cues and reminders (e.g., “walking feet”), managing small routine changes.
What you might see
Responds to a “first tidy, then snack” cue and completes it with reminders.
Walks holding an adult’s hand in a shop after a prompt, though may need re-prompts.
Adjusts to a visitor/peer joining play when an adult narrates what to do (e.g., “make space”).
Exceeding
Going further
Usually adapts behaviour to different events, social situations and routine changes, using simple strategies (seeking help, waiting, switching activity) with minimal adult support.
What you might see
Stops running and walks when moving from outdoors to indoors with minimal prompting.
Follows different expectations in different places (e.g., waits in line at a café after one reminder).
Accepts a small routine change (e.g., different cup/seat) and continues without a meltdown.
Says what will happen next (e.g., “tidy up then shoes”) and starts the transition independently.
Reminds self of the rule for the context (e.g., “quiet in the library”) without being told.
Helps a peer adjust (e.g., offers them a toy/space during a transition) rather than escalating conflict.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
When you change a familiar routine (different route home, different cup/plate), notice whether your child can accept it with brief support rather than escalating.
During a transition (leaving the park, moving to bedtime), give a 2-minute warning and watch whether your child can shift activity when the timer ends.
When visitors arrive or you visit another home, notice whether your child can adjust volume/physical play after you give one or two reminders.
In a shop or café, observe whether your child can switch to “walking feet” and stay close rather than running off.
During group moments (story, mealtime), notice whether your child can sit/stand in the expected place for a short period without constant correction.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), DfE — Personal, Social and Emotional Development: Managing feelings and behaviour (22–36 months).
Framework-native indicators describe increasing flexibility across situations and routines as self-regulation develops.
Developmental research
Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199–214. doi:10.1037/0012-1649.18.2.199
Developmental theory and evidence describe the emergence of behavioural regulation and context-appropriate control across early childhood.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
When events, people, or routines change, the child becomes quickly distressed or rigid; behaviour does not shift to fit the situation without continuous adult control.
Cries/screams and drops to the floor when asked to stop play and move, even after a countdown.
Keeps running/shouting during story time even after several reminders to use a quiet body/voice.
Refuses to enter a new room or join a new group activity and cannot settle without being removed.
Emerging
Can sometimes adjust after preparation and close adult support (warnings, simple routines), but changes still often lead to protest or dysregulation.
Moves to the next activity only when an adult physically guides them, protesting while moving.
Uses an “inside voice” for a short time after a prompt then returns to shouting.
Accepts a routine change when offered two clear choices (e.g., “book or puzzle”) but continues whining/clinging.
Developing
Adapts behaviour in familiar contexts when given predictable cues and reminders (e.g., “walking feet”), managing small routine changes.
Responds to a “first tidy, then snack” cue and completes it with reminders.
Walks holding an adult’s hand in a shop after a prompt, though may need re-prompts.
Adjusts to a visitor/peer joining play when an adult narrates what to do (e.g., “make space”).
Secure
Usually adapts behaviour to different events, social situations and routine changes, using simple strategies (seeking help, waiting, switching activity) with minimal adult support.
Stops running and walks when moving from outdoors to indoors with minimal prompting.
Follows different expectations in different places (e.g., waits in line at a café after one reminder).
Accepts a small routine change (e.g., different cup/seat) and continues without a meltdown.
Reflexive
Anticipates what different situations require, can self-prompt expected behaviour, and may help peers manage transitions or new rules.
Says what will happen next (e.g., “tidy up then shoes”) and starts the transition independently.
Reminds self of the rule for the context (e.g., “quiet in the library”) without being told.
Helps a peer adjust (e.g., offers them a toy/space during a transition) rather than escalating conflict.
