What is this paper about?
This month’s focus is on Sensory Circuits. I therefore decided to share a recent paper written by Savina (2025) which explores how movement can support self‑regulation in early childhood. This paper is a literature review which means that the author has rigorously searched the research literature in a structured, transparent way and synthesised the findings to identify consistent patterns and summarise the best available evidence on movement‑based interventions for self‑regulation in early childhood.
What is self-regulation?
Self‑regulation is one of the most powerful predictors of children’s learning, behaviour, and long‑term wellbeing. This systematic review by Savina (2025) brings together evidence showing that movement‑based activities can play a significant role in strengthening self‑regulation in early childhood.
Self‑regulation refers to the set of skills that help children:
• Manage their emotions
• Control impulses
• Sustain attention
• Plan and remember instructions
• Adapt their behaviour to the demands of the situation
These skills rely heavily on executive functions, particularly response inhibition, working memory, and attention. These are all rapidly developing in the early years.
Why Movement Matters for Self‑Regulation
Savina’s review highlights that motor development and self‑regulation develop in parallel during early childhood. Because these systems are interconnected in the brain, movement can bolster regulatory skills. The review identifies several types of movement‑based interventions that show positive effects:
1. Movement Games
Activities such as “Simon Says,” stop‑go games, or rule‑switching games can help children practise:
• Inhibiting impulses
• Holding rules in mind
• Shifting attention
2. Physical Activity
Structured physical activity (e.g., simple aerobic play to obstacle courses) supports:
• Improved attention
• Better emotional regulation
• Increased readiness to learn
3. Music and Dance
Music‑based movement requires children to:
• Follow rhythms
• Coordinate actions
• Respond to cues
4. Mindfulness and Mind–Body Practices
Mindfulness‑infused movement (e.g., yoga, breathing with movement) helps children:
• Notice bodily sensations
• Slow down
• Develop emotional awareness
What This Means for Practice
For EPs and teaching staff, the review reinforces several key messages:
• Movement is a viable route into learning.
• Embedding movement into daily routines can strengthen the skills children need to engage with classroom demands.
• Activities do not need to be complex; simple, playful movement games can be beneficial.
• Movement‑based approaches are particularly well‑suited to early childhood, when both motor and regulatory systems are rapidly developing.
For more information on sensory needs, we have a few training courses available on our website which have been written and delivered by experienced children’s Occupational Therapist, Roz Roscoe.
Reference: Savina, E. (2025). Using Movement to Promote Self-Regulation in Early Childhood Education. Contemporary School Psychology, 29(3), 461–471. https://doi.org/10.1007/s40688-024-00520-9
