Self-management is defined as the ability to effectively manage one's behaviors, thoughts, and emotions in given scenarios and achieve one's aspirations and goals. Self-managing learners could use their social skills, access play resources, solve their problems, and make choices. The objective of self-management is for young children to avoid being teacher-regulated and become self-regulated. Self-management has been described in terms of quality implementation by several stakeholders (Durlak, 2015). Durlak (2015) mentions that self-management could be achieved when these stakeholders are committed to having a program aimed at quality implementation, assessing the implementation level obtained in line with the program outcomes, and later using the information collected to acquire effective decisions. Lemberger‐Truelove et al. (2018) describe competency-based childhood education programs to support emotional and social development. The authors add that self-management outcomes can be seen through the young children's response to their environment and their feelings to the connections with adults and the children's peers. Lemberger‐Truelove et al. (2018) also add that the interventions that help reveal such outcomes in children ought to be both culturally and personally influential in supporting the learners'/children ability to succeed. Moreno-Gómez and Cejudo (2019) asserted that using the MindKinder program could improve both neuropathy maturity and psychosocial adjustment in the said children, which could translate into effective self-management well-being in schools. Programs and interventions help in achieving practical self-management skills in children.
Self-management is adequately displayed when appropriate programs and interventions are used for children's development. Lemberger‐Truelove et al. (2018) used mindfulness-based interventions (MBI) and social-emotional learning (SEL) to assess young children's self-regulatory growth effects. SEL is an intervention program whose focus is on practitioners and how they can help support children with their interpersonal relationships and pursue their goals and manage emotions as young learners. On the other hand, MBI focuses on recent experiences and awareness in the non-judgmental and curious manner (Cullen, 2011). Lemberger‐Truelove et al. (2018) found that both MBI and SEL positively impact some self-regulatory behaviors such as orientation to experience and task orientation as well as inferential and tentative support for self-regulated attention and peer interaction. Therefore, changes in orientation to experience and task orientation for the treatment group displayed the self-regulatory growth necessary for children who encountered hospitable relationships (Shirk & Karver, 2003). The authors argued that there was an escalation of self-regulation behavior in participants when the intervention was done. Moreno-Gómez and Cejudo (2019) also used the mindfulness-based program (MBP) and SEL in their research study. The authors asserted that MBI could be combined into SEL interventions regarding education to aim at common core contents such as empathy, understanding emotions, and self-control. The authors added that SEL and MBPs help in effective decision making processes and enhancement of self-awareness processes. The scholars argue that the two programs/interventions assist in helping support children based on their psychosocial adjustment, as previously mentioned. Moreno-Gómez and Cejudo (2019) made use of the MindKinder program in their experiment on kindergarten children. The study revealed that the MBPs techniques decreased maladaptive behaviors such as academic problems, attention deficit, anxiety, hyperactivity, and aggression. From the study, it is evident that the improved social skills in the experimental group could result from inter-personal and intra-personal emotions that the MindKinder program elicited. The social skills' improvement/social adaptation and psychosocial adjustments emerged after the program implementation meant that time is needed for kindergarten children to adapt.
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Outcomes achieved from programs and interventions modeled to help children towards self-management are important predictor for their future. Lemberger‐Truelove et al. (2018) found that the consequences depict a close association between self-regulatory behaviors and criminal actions, personal finances, substance dependence, and physical health later in life. From the quantitative and qualitative data, Lemberger‐Truelove et al. (2018) argued that the intervention or program's persistence is imperative. It is also evident that young learners became either precautionary or more self-centric with adults with MBP and SEL activities. The scholars found that the intervention group's learners incorporated more consistent and kindness language-based examples with the intervention counselor and peers. Moreno-Gómez and Cejudo (2019) achieved outcomes such as short-term effects and the neuropsychological effects which showed comparison of different externalizing and internalizing variables. The MindKinder program used to study neuropsychological maturity showed an improvement in the experimental group's development attributed to visual perception and non-verbal development. The program used by the scholars in the experiment enhanced the ability to interpret stimuli, discriminate, and recognize based on the children's knowledge.
Self-management increases academic achievement and social-emotional functioning. Lemberger‐Truelove et al. (2018) found that self-management through group assignment and time was significant in that there were changes in measures of attention focus, inhibitory control, impulsivity, and self-regulation, which are social-emotional functioning. The participants who used the MBI program elicited sustainable changes. According to the scholars, the program used was imperative to self-management due to considerable student growth and children in a challenging learning environment. Moreno-Gómez and Cejudo (2019) found that using the MindKinder program helped understand self-management in kindergarten children and is an adequate yet viable intervention strategy in education. Thus, the scholars asserted that competency helps the children deal with their social and personal development, such as hyperactive and aggressive behavior. Academic achievement is evident when children are more attentive through self-management skills. Moreno-Gómez and Cejudo (2019) also found that the competency was evident in the experimental group through the participants' enhanced social skills.
In conclusion, self-management as a competency is essential in children. The competency is evident in young children through various outcomes such as response to their environment and their feelings to the connections with adults and the children's peers. Both MBI and SEL positively impact self-growth effects such as empathy, understanding emotions, and self-control. Lastly, self-management enhances both social-emotional functioning and academic achievement.
References
Cullen, M. (2011). Mindfulness-based interventions: An emerging phenomenon. Mindfulness, 2(3), 186-193.
Durlak, J. A. (Ed.). (2015). Handbook of social and emotional learning: Research and practice. Guilford Publications.
Lemberger‐Truelove, M. E., Carbonneau, K. J., Atencio, D. J., Zieher, A. K., & Palacios, A. F. (2018). Self‐regulatory growth effects for young children participating in a combined social and emotional learning and mindfulness‐based intervention. Journal of Counseling & Development, 96(3), 289-302.
Moreno-Gómez, A. J., & Cejudo, J. (2019). Effectiveness of a Mindfulness-Based Social–Emotional Learning Program on Psychosocial Adjustment and Neuropsychological Maturity in Kindergarten Children. Mindfulness, 10(1), 111-121.
Shirk, S. R., & Karver, M. (2003). Prediction of treatment outcome from relationship variables in child and adolescent therapy: A meta-analytic review. Journal of Consulting and Clinical Psychology, 71, 452–464. doi:10.1037/0022-006X.71.3.452
