{"id":8312,"date":"2025-11-24T19:05:48","date_gmt":"2025-11-24T13:05:48","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8312"},"modified":"2025-11-24T19:57:24","modified_gmt":"2025-11-24T13:57:24","slug":"%e0%a6%b8%e0%a7%8d%e0%a6%ac-%e0%a6%a8%e0%a6%bf%e0%a6%af%e0%a6%bc%e0%a6%a8%e0%a7%8d%e0%a6%a4%e0%a7%8d%e0%a6%b0%e0%a6%a3-%e0%a6%b8%e0%a6%be%e0%a6%ae%e0%a6%be%e0%a6%9c%e0%a6%bf%e0%a6%95-%e0%a6%89","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%97%e0%a6%ac%e0%a7%87%e0%a6%b7%e0%a6%a3%e0%a6%be-%e0%a6%95%e0%a7%87%e0%a6%a8%e0%a7%8d%e0%a6%a6%e0%a7%8d%e0%a6%b0-%e0%a6%ac%e0%a6%bf%e0%a6%a8%e0%a6%be%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af\/%e0%a6%aa%e0%a7%8d%e0%a6%b0%e0%a6%be%e0%a6%a5%e0%a6%ae%e0%a6%bf%e0%a6%95-%e0%a6%ac%e0%a6%9b%e0%a6%b0%e0%a7%87%e0%a6%b0-%e0%a6%95%e0%a6%be%e0%a6%a0%e0%a6%be%e0%a6%ae%e0%a7%8b\/%e0%a6%b8%e0%a7%8d%e0%a6%ac-%e0%a6%a8%e0%a6%bf%e0%a6%af%e0%a6%bc%e0%a6%a8%e0%a7%8d%e0%a6%a4%e0%a7%8d%e0%a6%b0%e0%a6%a3-%e0%a6%b8%e0%a6%be%e0%a6%ae%e0%a6%be%e0%a6%9c%e0%a6%bf%e0%a6%95-%e0%a6%89\/","title":{"rendered":"\u09b8\u09cd\u09ac-\u09a8\u09bf\u09af\u09bc\u09a8\u09cd\u09a4\u09cd\u09b0\u09a3 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   color: #ffffff !important;\r\n    }\r\n\r\n    #ey-selfreg .ey-cta h2 {\r\n      margin-top: 0;\r\n      margin-bottom: 0.6rem;\r\n      font-size: 1.25rem;\r\n      color: #ffffff;\r\n    }\r\n\r\n    #ey-selfreg .ey-cta p {\r\n      margin: 0.35rem 0;\r\n      font-size: 0.95rem;\r\n      max-width: 640px;\r\n      line-height: 1.65;\r\n      opacity: 0.95;\r\n      font-weight: 400;\r\n    }\r\n\r\n    #ey-selfreg .ey-cta a {\r\n      color: #bef264;\r\n      text-decoration: underline;\r\n      text-decoration-thickness: 1px;\r\n      text-underline-offset: 3px;\r\n    }\r\n  <\/style>\r\n\r\n  <div class=\"ey-wrap\">\r\n\r\n    <!-- Hero -->\r\n    <header class=\"ey-hero\">\r\n      <img decoding=\"async\" data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/09\/EarlyYears1.webp\"\r\n           alt=\"Young children in Bangladesh learning to manage emotions and behaviour in an early years classroom\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n      <div class=\"ey-hero-inner\">\r\n        <div class=\"ey-hero-kicker\">Early Years Framework \u00b7 Self-Regulation<\/div>\r\n        <h1>Self-regulation and social development<\/h1>\r\n        <p class=\"ey-hero-sub\">\r\n          How Bangladeshi early years settings can build emotional control, attention and positive\r\n          behaviour through modelling, routines and language \u2013 not fear or control.\r\n        <\/p>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- Evidence foundations -->\r\n    <section class=\"ey-intro\" aria-labelledby=\"ey-intro-heading\">\r\n      <h2 id=\"ey-intro-heading\">1. Evidence foundations: what self-regulation really means<\/h2>\r\n      <p>\r\n        Self-regulation is a child\u2019s ability to manage their emotions, attention and behaviour in\r\n        different situations. It includes staying focused, waiting for turns, managing frustration,\r\n        controlling impulses, recovering from upsets and adapting behaviour in social situations.\r\n      <\/p>\r\n      <p>\r\n        Research from developmental psychology and early childhood education shows that children\r\n        with stronger self-regulation tend to engage more deeply in learning, persist for longer on\r\n        challenging tasks, build better peer relationships and experience fewer long-term behaviour\r\n        difficulties.\r\n      <\/p>\r\n      <p>\r\n        Crucially, self-regulation is <strong>not<\/strong> the same as obedience. A child who is quiet because they\r\n        are afraid has not developed self-regulation. A child who can calm themselves, express\r\n        frustration in words and re-engage with learning has.\r\n      <\/p>\r\n      <p>\r\n        Self-regulation develops through adult modelling, predictable routines, emotional language,\r\n        safe relationships and consistent responses. It is not a fixed trait that some children \u201chave\u201d\r\n        and others do not. It is a skill set that can be taught, practised and strengthened over time.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Why this matters in Bangladesh -->\r\n    <section aria-labelledby=\"ey-bd-heading\">\r\n      <h2 id=\"ey-bd-heading\">2. Why self-regulation is critical in Bangladesh (BD)<\/h2>\r\n      <p>\r\n        In Bangladesh, early years classrooms operate within complex realities. Teachers often\r\n        manage large groups of very young children. Parents expect visible order and calm. Schools\r\n        face pressure to prioritise academic readiness from an early age.\r\n      <\/p>\r\n      <p>\r\n        In this environment, it is understandable that behaviour is sometimes approached as\r\n        something that must be controlled quickly so that lessons can continue. However,\r\n        international and regional research consistently shows that:\r\n      <\/p>\r\n      <ul>\r\n        <li>External control does not automatically develop internal self-regulation.<\/li>\r\n        <li>Silent classrooms do not always indicate emotionally secure children.<\/li>\r\n        <li>Compliance is not the same as emotional maturity.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Bangladesh has clear legal and policy guidance around child protection and safe school\r\n        environments, and physical punishment is prohibited. Many schools are working hard to\r\n        align practice with this guidance and to develop more positive approaches to behaviour.\r\n      <\/p>\r\n      <p>\r\n        But removing older disciplinary practices alone is not enough. If traditional approaches are\r\n        simply replaced with raised voices, public correction or emotional withdrawal, children still\r\n        do not learn how to regulate themselves.\r\n      <\/p>\r\n      <p>\r\n        Many children entering early years settings in Bangladesh are:\r\n      <\/p>\r\n      <ul>\r\n        <li>Encountering formal schooling and group routines for the first time.<\/li>\r\n        <li>Adjusting to new authority structures and expectations.<\/li>\r\n        <li>Experiencing stress at home linked to economic or social pressures.<\/li>\r\n        <li>Having limited opportunities to practise emotional expression in structured ways.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        For these children, self-regulation is not a \u201csoft\u201d or optional idea. It directly affects their\r\n        ability to learn, to form friendships, to cope with academic pressure and to stay engaged in\r\n        school over time.\r\n      <\/p>\r\n      <p>\r\n        In the <strong>EBTD Early Years Framework (Bangladesh, BD)<\/strong>, self-regulation is therefore\r\n        positioned as a foundation for learning, a foundation for wellbeing, and a foundation for\r\n        safe schooling \u2013 not a behaviour add-on.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Emotion vocabulary -->\r\n    <section aria-labelledby=\"ey-emotion-heading\">\r\n      <h2 id=\"ey-emotion-heading\">3. Emotion vocabulary in Bangla classrooms<\/h2>\r\n      <p>\r\n        Children cannot regulate emotions they cannot name. Language gives shape to feelings; without\r\n        words, emotions often come out through actions. Early years classrooms in Bangladesh should\r\n        therefore intentionally teach emotional vocabulary in Bangla.\r\n      <\/p>\r\n      <p>Core examples include:<\/p>\r\n      <ul>\r\n        <li>\u0996\u09c1\u09b6\u09bf \u2013 happy<\/li>\r\n        <li>\u09a6\u09c1\u0983\u0996 \u2013 sad<\/li>\r\n        <li>\u09b0\u09be\u0997 \u2013 angry<\/li>\r\n        <li>\u09ad\u09df \u2013 afraid<\/li>\r\n        <li>\u09b2\u099c\u09cd\u099c\u09be \u2013 embarrassed<\/li>\r\n        <li>\u0989\u09a4\u09cd\u09a4\u09c7\u099c\u09bf\u09a4 \u2013 excited<\/li>\r\n        <li>\u099a\u09bf\u09a8\u09cd\u09a4\u09bf\u09a4 \u2013 worried<\/li>\r\n        <li>\u09b9\u09a4\u09be\u09b6 \u2013 frustrated<\/li>\r\n      <\/ul>\r\n      <p>\r\n        These words should not only appear during conflict. They can be included during storytelling,\r\n        circle time, play reflection, morning check-ins and peer discussions. Over time, children\r\n        learn that all feelings are <em>nameable<\/em> and manageable, not something to hide or fear.\r\n      <\/p>\r\n      <p>Example teacher language:<\/p>\r\n      <ul>\r\n        <li>\u201c\u09a4\u09c1\u09ae\u09bf \u098f\u0996\u09a8 \u098f\u0995\u099f\u09c1 \u09b0\u09be\u0997 \u0985\u09a8\u09c1\u09ad\u09ac \u0995\u09b0\u099b\u09cb, \u09a4\u09be\u0987 \u09a8\u09be? \u099a\u09b2 \u09a6\u09c7\u0996\u09bf \u0986\u09ae\u09b0\u09be \u0995\u09c0\u09ad\u09be\u09ac\u09c7 \u09b6\u09be\u09a8\u09cd\u09a4 \u09b9\u09a4\u09c7 \u09aa\u09be\u09b0\u09bf\u0964\u201d<\/li>\r\n        <li>\u201c\u09a4\u09cb\u09ae\u09be\u09b0 \u09ae\u09c1\u0996 \u09a6\u09c7\u0996\u09c7 \u09ae\u09a8\u09c7 \u09b9\u099a\u09cd\u099b\u09c7 \u09a4\u09c1\u09ae\u09bf \u0996\u09c1\u09b6\u09bf \u2013 \u0995\u09c0 \u0995\u09be\u09b0\u09a3\u09c7?\u201d<\/li>\r\n        <li>\u201c\u098f\u0987 \u0985\u09ac\u09b8\u09cd\u09a5\u09be\u09df \u0995\u09c7\u0989 \u099a\u09bf\u09a8\u09cd\u09a4\u09bf\u09a4 \u09ac\u09be \u09b9\u09a4\u09be\u09b6\u0993 \u0985\u09a8\u09c1\u09ad\u09ac \u0995\u09b0\u09a4\u09c7 \u09aa\u09be\u09b0\u09c7 \u2013 \u09a4\u09c1\u09ae\u09bf \u0995\u09c0 \u09ad\u09be\u09ac\u09cb?\u201d<\/li>\r\n      <\/ul>\r\n      <p>\r\n        The goal is to normalise emotional talk, not only emotional correction. Children gradually\r\n        move from expressing feelings only through actions to expressing them in words.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Modelling self-regulation -->\r\n    <section aria-labelledby=\"ey-modelling-heading\">\r\n      <h2 id=\"ey-modelling-heading\">4. Developing self-regulation through modelling, not control<\/h2>\r\n      <p>\r\n        Children learn how to regulate themselves by watching how adults regulate themselves.\r\n        If teachers respond to stress with shouting, stiffness or withdrawal, children quickly absorb\r\n        those strategies. If teachers respond with calm, language and structure, children absorb\r\n        those instead.\r\n      <\/p>\r\n      <p>Effective modelling in Bangladeshi early years settings includes:<\/p>\r\n      <ul>\r\n        <li>Speaking slowly and calmly during tense moments.<\/li>\r\n        <li>Narrating emotional processes: \u201c\u0986\u09ae\u09bf \u098f\u0996\u09a8 \u098f\u0995\u099f\u09c1 \u09ac\u09bf\u09b0\u0995\u09cd\u09a4 \u0985\u09a8\u09c1\u09ad\u09ac \u0995\u09b0\u099b\u09bf, \u09a4\u09be\u0987 \u0986\u09ae\u09bf \u09a7\u09c0\u09b0\u09c7 \u09b6\u09cd\u09ac\u09be\u09b8 \u09a8\u09bf\u099a\u09cd\u099b\u09bf\u0964\u201d<\/li>\r\n        <li>Separating behaviour from identity: \u201c\u098f\u0987 \u0995\u09be\u099c\u099f\u09be \u09a0\u09bf\u0995 \u09b9\u09df\u09a8\u09bf\u201d rather than \u201c\u09a4\u09c1\u09ae\u09bf \u0996\u09be\u09b0\u09be\u09aa\u0964\u201d<\/li>\r\n        <li>Demonstrating repair and reconciliation after conflict.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Self-regulation is relational before it becomes internal. Children do not need teachers who\r\n        never feel emotions. They need teachers who show how emotions are handled safely and\r\n        constructively.\r\n      <\/p>\r\n      <p>\r\n        This approach connects closely with the culture and leadership work within the\r\n        <a href=\"\/research-hub-free-teacher-resources\/bridge\/early-years\/\">\r\n          BRIDGE Framework \u2013 Early Years\r\n        <\/a>, which supports whole-school behaviour expectations and adult modelling.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Routines & scaffolds -->\r\n    <section aria-labelledby=\"ey-routines-heading\">\r\n      <h2 id=\"ey-routines-heading\">5. Classroom routines and emotional scaffolds<\/h2>\r\n      <p>\r\n        Self-regulation does not grow well in unpredictable environments. Children feel safer and\r\n        more able to manage themselves when routines are stable and visible. Practical scaffolds for\r\n        Bangladeshi classrooms include:\r\n      <\/p>\r\n      <ul>\r\n        <li>A simple visual daily timetable with symbols or pictures.<\/li>\r\n        <li>A short \u201cemotion board\u201d or chart for daily check-ins.<\/li>\r\n        <li>Brief breathing or stretching routines before demanding tasks.<\/li>\r\n        <li>Predictable transitions between activities (\u201c\u0986\u0997\u09c7 \u0986\u09ae\u09b0\u09be..., \u09a4\u09be\u09b0\u09aa\u09b0 \u0986\u09ae\u09b0\u09be...\u201d).<\/li>\r\n        <li>A small calm corner or quiet space, even if only a mat in one part of the classroom.<\/li>\r\n      <\/ul>\r\n      <p>Example practices:<\/p>\r\n      <ul>\r\n        <li>\r\n          <strong>Morning emotional check-in<\/strong> \u2013 each child points to a picture or word that matches how\r\n          they feel that morning, and the teacher acknowledges it.\r\n        <\/li>\r\n        <li>\r\n          <strong>Calm routine before difficult tasks<\/strong> \u2013 \u201c\u098f\u0996\u09a8 \u0986\u09ae\u09b0\u09be \u09eb \u09b8\u09c7\u0995\u09c7\u09a8\u09cd\u09a1 \u099a\u09cb\u0996 \u09ac\u09a8\u09cd\u09a7 \u0995\u09b0\u09c7 \u0997\u09ad\u09c0\u09b0 \u09b6\u09cd\u09ac\u09be\u09b8 \u09a8\u09c7\u09ac\u09cb\u0964 \u098f\u0995\u2026\r\n          \u09a6\u09c1\u0987\u2026 \u09a4\u09bf\u09a8\u2026 \u099a\u09be\u09b0\u2026 \u09aa\u09be\u0981\u099a\u2026 \u098f\u0996\u09a8 \u0986\u09ae\u09b0\u09be \u09b6\u09c1\u09b0\u09c1 \u0995\u09b0\u09ac\u09cb\u0964\u201d\r\n        <\/li>\r\n        <li>\r\n          <strong>End-of-day reflection<\/strong> \u2013 \u201c\u0986\u099c\u0995\u09c7 \u0995\u09c7\u0989 \u0995\u0996\u09a8 \u098f\u0995\u099f\u09c1 \u0995\u09b7\u09cd\u099f \u09aa\u09c7\u09df\u09c7\u099b\u09bf\u09b2? \u0995\u09c0\u09ad\u09be\u09ac\u09c7 \u09a0\u09bf\u0995 \u09b9\u09df\u09c7\u099b\u09c7?\u201d\r\n        <\/li>\r\n      <\/ul>\r\n      <p>\r\n        These routines do not require expensive resources. They require consistency and a shared\r\n        belief that emotional development is part of core teaching, not separate from it.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Practical tools -->\r\n    <section aria-labelledby=\"ey-tools-heading\">\r\n      <h2 id=\"ey-tools-heading\">6. Practical tools for Bangladeshi early years teachers<\/h2>\r\n      <p>\r\n        Schools and teachers can start strengthening self-regulation through a small number of\r\n        focused tools that fit within existing routines.\r\n      <\/p>\r\n\r\n      <h3>6.1 Emotion charts (low-cost)<\/h3>\r\n      <p>\r\n        Create simple posters with drawn faces and Bangla emotion words. Children can point to a\r\n        picture instead of acting out their feelings physically. Over time, this becomes a bridge to\r\n        using the words themselves.\r\n      <\/p>\r\n\r\n      <h3>6.2 Calm scripts for adults<\/h3>\r\n      <p>\r\n        Agree on a small set of calm phrases teachers will use during difficult moments, such as:\r\n      <\/p>\r\n      <ul>\r\n        <li>\u201c\u0986\u09ae\u09bf \u09ac\u09c1\u099d\u09a4\u09c7 \u09aa\u09be\u09b0\u099b\u09bf \u09a4\u09c1\u09ae\u09bf \u09ac\u09bf\u09b0\u0995\u09cd\u09a4\u0964 \u0986\u09ae\u09b0\u09be \u098f\u0995 \u09ae\u09bf\u09a8\u09bf\u099f \u09a5\u09be\u09ae\u09bf\u0964\u201d<\/li>\r\n        <li>\u201c\u099a\u09b2 \u0986\u09ae\u09b0\u09be \u09a6\u09c1\u2019\u099c\u09a8\u09c7\u0987 \u0997\u09ad\u09c0\u09b0 \u09b6\u09cd\u09ac\u09be\u09b8 \u09a8\u09bf\u0987, \u09a4\u09be\u09b0\u09aa\u09b0 \u0986\u09ac\u09be\u09b0 \u0995\u09a5\u09be \u09ac\u09b2\u09bf\u0964\u201d<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Using shared scripts helps create consistency for children and reduces the risk of reactive\r\n        responses from adults.\r\n      <\/p>\r\n\r\n      <h3>6.3 Emotion through stories<\/h3>\r\n      <p>\r\n        Use folk stories, picture books and local examples where characters face emotional\r\n        challenges. Ask questions like:\r\n      <\/p>\r\n      <ul>\r\n        <li>\u201c\u098f\u0987 \u099a\u09b0\u09bf\u09a4\u09cd\u09b0\u099f\u09be \u098f\u0996\u09a8 \u0995\u09c7\u09ae\u09a8 \u0985\u09a8\u09c1\u09ad\u09ac \u0995\u09b0\u099b\u09c7 \u09ac\u09b2\u09c7 \u09a4\u09cb\u09ae\u09be\u09b0 \u09ae\u09a8\u09c7 \u09b9\u09df?\u201d<\/li>\r\n        <li>\u201c\u09a4\u09c1\u09ae\u09bf \u09b9\u09b2\u09c7 \u0995\u09c0 \u0995\u09b0\u09a4\u09c7?\u201d<\/li>\r\n        <li>\u201c\u09a4\u09be\u09b0 \u099c\u09be\u09df\u0997\u09be\u09df \u09a4\u09c1\u09ae\u09bf \u0995\u09c0\u09ad\u09be\u09ac\u09c7 \u09b6\u09be\u09a8\u09cd\u09a4 \u09b9\u09a4\u09c7 \u09aa\u09be\u09b0\u09a4\u09c7?\u201d<\/li>\r\n      <\/ul>\r\n      <p>\r\n        This helps children practise emotional understanding in a safe, indirect way.\r\n      <\/p>\r\n\r\n      <h3>6.4 Turn-taking and waiting games<\/h3>\r\n      <p>\r\n        Short, simple games that require waiting, listening and coping with not always winning are\r\n        powerful tools for building emotional control. These can be done with minimal equipment, for\r\n        example:\r\n      <\/p>\r\n      <ul>\r\n        <li>Passing a ball and speaking only when holding it.<\/li>\r\n        <li>Simple counting games where children wait for their number.<\/li>\r\n        <li>Team activities where children must plan together before acting.<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Active ingredients + pitfalls -->\r\n    <section aria-labelledby=\"ey-active-pitfalls-heading\">\r\n      <h2 id=\"ey-active-pitfalls-heading\">7. Active ingredients and common pitfalls<\/h2>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <!-- Active ingredients -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-active-heading\">\r\n          <h3 id=\"ey-active-heading\">7.1 Non-negotiable active ingredients<\/h3>\r\n          <p>\r\n            For self-regulation work to make a genuine difference, certain conditions need to be in\r\n            place. These are the non-negotiables:\r\n          <\/p>\r\n          <ul>\r\n            <li>Adults model emotional control in their own behaviour.<\/li>\r\n            <li>Emotional vocabulary is used daily, not only in crisis.<\/li>\r\n            <li>Routines are predictable and clearly communicated to children.<\/li>\r\n            <li>Correction is safe and respectful, not humiliating.<\/li>\r\n            <li>Children have opportunities to practise regulation, not only hear about it.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            Without these ingredients, self-regulation risks becoming a slogan rather than a lived\r\n            experience for children.\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <!-- Pitfalls -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-pitfalls-heading\">\r\n          <h3 id=\"ey-pitfalls-heading\">7.2 Common implementation pitfalls<\/h3>\r\n          <p>\r\n            Schools that begin work on self-regulation often encounter similar challenges. These are\r\n            not reasons to stop, but points for learning and adjustment:\r\n          <\/p>\r\n          <ul>\r\n            <li>Expecting instant behaviour change from children and staff.<\/li>\r\n            <li>Using emotional language only during difficult incidents, not proactively.<\/li>\r\n            <li>Inconsistent approaches across different adults in the same setting.<\/li>\r\n            <li>Confusing quietness with genuine emotional regulation.<\/li>\r\n            <li>Avoiding difficult conversations about feelings because they feel uncomfortable.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            Naming these pitfalls helps leaders and teachers to plan more realistic, sustainable\r\n            implementation and to use tools like the BRIDGE framework for whole-school support.\r\n          <\/p>\r\n        <\/div>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel-small\">\r\n        <h3>7.3 Linking to BRIDGE Early Years<\/h3>\r\n        <p>\r\n          This self-regulation and social development strand connects directly to the\r\n          <a href=\"\/research-hub-free-teacher-resources\/bridge\/early-years\/\">BRIDGE Framework \u2013 Early Years<\/a>,\r\n          which supports leaders to develop consistent behaviour expectations, staff modelling and\r\n          emotionally safe cultures. Together, they bridge the gap between classroom practice and\r\n          whole-school systems.\r\n        <\/p>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- Reflection & implementation -->\r\n    <section class=\"ey-reflect\" aria-labelledby=\"ey-reflect-heading\">\r\n      <h2 id=\"ey-reflect-heading\">8. Reflection and implementation questions<\/h2>\r\n      <p>\r\n        Use these prompts in staff meetings, coaching sessions or personal reflection to move from\r\n        reading into action.\r\n      <\/p>\r\n\r\n      <h3>For teachers<\/h3>\r\n      <ul>\r\n        <li>How do I usually react emotionally when a child loses control in my classroom?<\/li>\r\n        <li>Do I regularly use emotion words in Bangla, or only when something goes wrong?<\/li>\r\n        <li>What routines in my classroom help children feel safe and prepared?<\/li>\r\n        <li>When was the last time I explicitly modelled calming down or repairing a relationship?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For leaders<\/h3>\r\n      <ul>\r\n        <li>How consistent is our behaviour and self-regulation approach across staff?<\/li>\r\n        <li>Do teachers feel trained and supported in this area, or mainly evaluated?<\/li>\r\n        <li>How do we, as leaders, model emotional regulation in our own interactions?\r\n        <\/li>\r\n        <li>Is self-regulation visible in our school improvement plans and monitoring?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For school teams<\/h3>\r\n      <ul>\r\n        <li>Are emotional development goals clearly articulated in our early years vision?<\/li>\r\n        <li>How could we use BRIDGE to support culture change around behaviour and wellbeing?<\/li>\r\n        <li>In what ways can we help parents understand self-regulation and support it at home?<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Related resources -->\r\n    <section class=\"ey-related\" aria-labelledby=\"ey-related-heading\">\r\n      <h2 id=\"ey-related-heading\">9. Related EBTD early years resources<\/h2>\r\n      <p>\r\n        This self-regulation and social development page connects directly to other EBTD resources\r\n        that support culture, behaviour and emotional development in Bangladeshi early years\r\n        settings:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/bridge\/early-years\/\">\r\n            BRIDGE Framework \u2013 Early Years\r\n          <\/a>\r\n          &ndash; leadership and self-review tools for behaviour, culture and implementation.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/early-years-teaching\/\">\r\n            Early Years Teaching in Bangladesh\r\n          <\/a>\r\n          &ndash; guidance on pedagogy, routines and lesson structures that support emotional safety.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/early-years-framework\/\">\r\n            EBTD Early Years Framework \u2013 Landing Page\r\n          <\/a>\r\n          &ndash; overview of all ten strands of the framework.\r\n        <\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Newsletter CTA -->\r\n    <section class=\"ey-cta\" aria-labelledby=\"ey-cta-heading\">\r\n      <h2 id=\"ey-cta-heading\">Stay connected with EBTD Early Years work<\/h2>\r\n      <p>\r\n        If you found this useful, join the EBTD newsletter for monthly, research-backed tips,\r\n        free classroom tools, and updates on our training in Bangladesh\u2014no spam, just what\r\n        helps. Sign up to the newsletter and please share this page with colleagues or on your\r\n        social channels so more teachers can benefit. Together we can improve outcomes and\r\n        change lives.\r\n      <\/p>\r\n    <\/section>\r\n\r\n  <\/div>\r\n\r\n<\/section>\r\n\r\n<!-- Light JSON-LD for this subpage (to be strengthened once all 10 pages are built) -->\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@type\": \"WebPage\",\r\n  \"name\": \"Self-regulation and social development \u2013 EBTD Early Years Framework (Bangladesh, BD)\",\r\n  \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/self-regulation-social-development\/\",\r\n  \"description\": \"Self-regulation and social development strand of the EBTD Early Years Framework in Bangladesh (BD), showing how Bangladeshi early years settings can build emotional control, attention and positive behaviour through modelling, routines and emotional language.\",\r\n  \"inLanguage\": \"en\",\r\n  \"isPartOf\": {\r\n    \"@type\": \"WebPage\",\r\n    \"name\": \"EBTD Early Years Framework (Bangladesh, BD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\"\r\n  },\r\n  \"about\": [\r\n    \"self regulation early years Bangladesh\",\r\n    \"personal social emotional development Bangladesh\",\r\n    \"early childhood behaviour Bangladesh\",\r\n    \"emotional development early years Bangladesh\",\r\n    \"teacher training Bangladesh early years\"\r\n  ],\r\n  \"publisher\": {\r\n    \"@type\": \"Organization\",\r\n    \"name\": \"Evidence Based Teacher Development (EBTD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\"\r\n  }\r\n}\r\n<\/script>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Early Years Framework \u00b7 Self-Regulation Self-regulation and social development How Bangladeshi early years settings can build emotional control, attention and positive behaviour through modelling, routines and language \u2013 not fear...","protected":false},"author":1,"featured_media":7113,"parent":8295,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8312","page","type-page","status-publish","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8312","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=8312"}],"version-history":[{"count":3,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8312\/revisions"}],"predecessor-version":[{"id":8315,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8312\/revisions\/8315"}],"up":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8295"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media\/7113"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=8312"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}