![\"\"](\"https:\/\/blogs.e-me.edu.gr\/kmarousak\/wp-content\/uploads\/sites\/341950\/2026\/03\/Gemini_Generated_Image_dvj7zodvj7zodvj7-1024x434.png\")
<\/h2>\n<\/p>\n
<\/h2>\nEmotional regulation is a child's ability to recognise what they feel, to manage the intensity of the emotion, and to choose how to respond.<\/p>\n
A child with a good level of emotional self-regulation may sometimes feel things intensely, but knows that the feeling will pass and that they can cope with it.<\/p>\n
<\/p>\n
<\/p>\n
When your child \"explodes\", follow these steps in order:<\/em><\/p>\n <\/p>\n \u26a0\ufe0f Important:<\/strong> The 4 steps work best in this order. Do not go straight to \"Set the Limit\" (step 4) before the child has calmed down, as their brain may not yet be able to process rules while still in a state of high tension. The pace of moving from one step to the next depends on the child \u2014 follow their rhythm.<\/p>\n<\/div>\n <\/p>\n Reactions that make things worse:<\/p>\n <\/p>\n The following signs may indicate difficulty with emotional regulation:<\/p>\n <\/p>\n Seek advice from a specialist if:<\/p>\n <\/p>\n Remember:<\/p>\n Emotional regulation does not develop overnight \u2014 it is a long-term process.<\/p>\n The child is not being 'manipulative' \u2014 they are doing the best they can with the tools they have right now.<\/p>\n The most powerful intervention is the relationship: a calm, consistent adult who does not withdraw.<\/p>\n<\/div>\n <\/p>\n \ud83c\udfa8 Make a 'Feelings Thermometer' Together<\/p>\n On a piece of paper, draw a ladder with 5 rungs. Give each rung a colour and an emotion (1 = calm \/ green, 5 = very angry \/ red). Each day, your child can show where they are. They will soon start doing it on their own.<\/p>\n<\/div>\n \ud83c\udf2c\ufe0f Dragon Breathing<\/p>\n Breathe in through the nose for a count of 4, hold for 2, breathe out through the mouth like a dragon breathing fire for a count of 6. Repeat 3 times. It's fun and genuinely effective for regulation.<\/p>\n<\/div>\n <\/p>\n \ud83d\udcc5 For any questions, contact the school psychologist<\/p>\n\n\n
\n \nStage<\/th>\n What we do (The Action)<\/th>\n What we say (The Phrase)<\/th>\n<\/tr>\n<\/thead>\n \n 1. Get down low<\/td>\n Come to their eye level. Your presence should convey safety, not threat.<\/td>\n (Silence \u2014 your presence is enough)<\/td>\n<\/tr>\n \n 2. Name it<\/td>\n Help them recognise what they are feeling. Naming an emotion reduces its intensity.<\/td>\n \"I can see you're very angry.\"<\/td>\n<\/tr>\n \n 3. Validate<\/td>\n Show that you understand, even if you disagree with the behaviour.<\/td>\n \"It's hard to stop something you're enjoying.\"<\/td>\n<\/tr>\n \n 4. Set the Limit<\/td>\n Now that the child has started to calm down, remind them of the rule.<\/td>\n \"But we can't hit. When you feel that angry, you can say 'I don't like this' or come and find me.\"<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \nWhat to Avoid<\/h2>\n
\n\n
How Do I Recognise It?<\/h2>\n
\n\n
\n \nCommon Difficulties<\/th>\n It Is Typical When\u2026<\/th>\n<\/tr>\n<\/thead>\n \n \u2192 Outbursts of anger disproportionate to the trigger<\/td>\n \u2192 It happens occasionally, not with every frustration<\/td>\n<\/tr>\n \n \u2192 Inability to be comforted after becoming upset<\/td>\n \u2192 The child calms with an adult's help<\/td>\n<\/tr>\n \n \u2192 Aggression (biting, hitting)<\/td>\n \u2192 The behaviour gradually decreases with age<\/td>\n<\/tr>\n \n \u2192 Crying that does not stop easily<\/td>\n \u2192 It does not significantly interfere with learning or social relationships<\/td>\n<\/tr>\n \n \u2192 Withdrawal \/ freezing completely<\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n When to Seek Professional Help<\/h2>\n
\n
\nAn Activity for Today<\/h2>\n
\n\n\n