The principles of the EYFS advocate the unique child whose interests, preferences and needs are supported through positive relationships and sensitive interactions within an enabling environment both inside and outside to promote learning and development through self-regulation.

Overarching principles – paragraph 5: Statutory framework for the early years foundation stage for group and school providers (publishing.service.gov.uk)

• The child may find ways to calm themselves, through being calmed and comforted by their key person.
• The child may begin to establish their sense of self.
• The child may begin to express preferences and decisions. They also try new things and start establishing their autonomy.
• The child may engage with others through gestures, gaze and talk.
• The child may use that engagement to achieve a goal. For example, gesture towards their cup to say they want a drink.
• The child may find ways of managing transitions, for example from their parent to their key person.
• The child may need support to make themselves understood and can become frustrated when they cannot.
• The child may start to say how they are feeling, using words as well as actions.
• The child may feel strong enough to express a range of emotions.
• The child may grow in independence, rejecting help (“me do it”). Sometimes this leads to feelings of frustration and tantrums.
• The child may begin to show ‘effortful control’ where they resist a strong impulse to have or do what they want
• The child may be increasingly able to talk about and manage their emotions.
• The child may be able to safely explore emotions beyond their normal range through play and stories.
• The child may be able to talk about their feelings in more elaborated ways: “I’m sad because…” or “I love it when …”