the child’s ability to manage his emotions, control attention, control behavior and organize higher executive functions in a complex and effective way, which allows him to adapt to changing environmental and social requirements. This concept emphasizes that self-regulation is not a fixed trait that children are born with, but a dynamic skill that gradually develops through everyday experience and constant interaction with the environment. Relationships with adults – whether parents, teachers or mentors – play a key role in the development of this ability by providing support, guidance and appropriate behaviours, in addition to peer interactions that provide opportunities for social and emotional learning. According to this concept, children acquire the ability to control their reactions in various situations, organize their thinking, direct attention to necessary tasks and make the right decisions, which increases their ability to learn, adapt and effectively interact socially. Increased self-regulation also emphasizes the importance of developing personal strategies that allow the child to face challenges and achieve their goals while maintaining emotional and cognitive balance. From this perspective, therapeutic and educational interventions aim not only to treat undesirable behaviors, but also to increase the child’s capacity for self-regulation through structured activities, stimulating experiences and ongoing support that takes into account individual differences and uses strengths to develop comprehensive and sustainable cognitive, emotional and social growth.