Research topic: Facilitating children's self-regulation skills at the end of play-based activities.IntroductionSelf-regulation is an integral part of life, a skill that can be learned and practiced from a young age. Self-regulation is evident in different domains such as emotional, behavioral, and cognitive, and they are interrelated (Jahromi & Stifter, 2008, p. 125). Self-regulation is especially necessary when children conclude the end of play-based activities. However, teachers often deal with children's reluctance during these clean-up periods, which results in delayed learning activities. Factors contributing to the problems include: children's lack of ability to transition from one activity to another, difficulty finishing a preferred activity or refusal to start a non-preferred activity, and unpredictable transitions frustrate them (Olive , 2004, p. 11). There are facilitation methods to address this problem, such as predictable routines, picture signs, music during clean-up periods to reduce children's problem behaviors at the end of play-based activities (Register & Humpal, 2007; Olive, 2004). In order to provide adequate facilitation to children with challenging/reluctant behaviors, it is necessary for early childhood educators to examine children's self-regulatory factors. Self-Regulation In recent years, self-regulation is an important skill that children should have as it forms the basis for multiple areas of success. “Self-regulation is an important factor for effective learning, because there are many studies with students that demonstrate the importance of this competence for learning and academic performance” (Perels, Merget Kullmann, Wende, Schmitz & Buchbinder, 2009, p. 312). Self-regulation can be...... middle of paper......53554?accountid=29102Rimm-Kauffman SE, Curby, TW, Grimm KJ, Nathanson, L. & Brock, L.L. (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972. Retrieved from: http://eds.b.ebscohost.com.ezproxywhe.flo.org/ehost/pdfviewer/pdfviewer?sid=5b13151e-d0ef-430b-a99f-1a5eebbd4dfc%40sessionmgr112&vid=2&hid=110Robson, S. (2010) . Self-regulation and metacognition in young children's self-initiated play and reflective dialogue. International Journal of Early Years Education, 18, 227-241. Retrieved from: http://eds.b.ebscohost.com.ezproxywhe.flo.org/ehost/pdfviewer/pdfviewer?sid=f98cbc5c-eec7-46d5-bc25-301c63acd2ab%40sessionmgr110&vid=2&hid=110Saracho, ON (2012). An integrated play-based program for young children. New York: Routledge.