Research theme: Facilitating children's self-regulation skills at the end of play activities.IntroductionSelf-regulation is an integral part of life, a skill that can be acquired and practiced from a young age. Self-regulation is apparent in different domains such as emotional, behavioral and cognitive and are interrelated (Jahromi & Stifter, 2008, p. 125). Self-regulation is necessary especially when children complete their play activities. However, teachers often encounter children's reluctance during these cleaning periods, leading to delays in teaching activities. Factors that contribute to problems include: children's lack of skills to transition between activities, difficulty ending a preferred activity or refusal to begin a non-preferred activity, and unpredictable transitions frustrate them (Olive, 2004 , p.11). There are animation methods to address this problem, such as predictable routines, pictures, music during cleaning periods to reduce children's challenging behavior at the end of play activities (Register and Humpal, 2007; Olive, 2004). To provide appropriate facilitation for children exhibiting both challenging behavior and reluctance, early childhood educators must examine children's self-regulatory factors. Self-RegulationIn later years, self-regulation is an important skill that children should have because it provides the foundation for several areas of success. “Self-regulation is an important factor for effective learning, as numerous studies with students demonstrate the relevance of this skill for learning and academic success” (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, LL (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 Childhood 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.