The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds, with implications for offering individualized support across children.

The development of effective self-regulation is recognized as fundamental to an individual’s functioning, with development during early childhood often considered an early marker for later life successes (Blair, 2002; Bronson, 2000; Calkins, 2007; Diamond, 2002; Gross & Thompson, 2007; Kopp, 1982; McClelland & Cameron, 2012; Mischel et al., 2011; Moffitt et al., 2011; Vohs & Baumeister, 2011; Zelazo et al., 2003). Research indicates that between Ages 3 and 7 years, a qualitative shift in self-regulation may take place when children typically progress from reactive or coregulated behavior to more advanced, cognitive–behavioral forms of self