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Beyond Behavioural Compliance: A Structured Critical Narrative Review of Sensory Regulation, Self-Regulation, and Classroom Participation in Early Childhood
DOI:
https://doi.org/10.31004/obsesi.v10i5.8819Keywords:
classroom participation, developmental classroom ecology, early childhood education, self-regulation, sensory regulationAbstract
Young children’s movement, withdrawal, sensory seeking, or difficulty sustaining classroom involvement may be interpreted too quickly as poor behavioural control, although these behaviours can reflect interactions among sensory demands, developing regulatory capacities, and classroom conditions. This review examined sensory regulation, self-regulation, and classroom participation as interconnected developmental processes. A structured critical narrative review synthesised peer-reviewed literature identified through ERIC, PsycINFO, CINAHL, and PubMed, using combinations of terms related to sensory processing and regulation, self-regulation, executive function, engagement, classroom participation, preschool, kindergarten, and early childhood. Eligible publications were published or first available online between January 2024 and August 2026 and were substantively relevant to the focal constructs and early childhood contexts. The final corpus comprised 30 publications mapped across eight overlapping analytical clusters. Findings indicated that sensory-processing characteristics were associated with self-regulation and participation, but did not support a simple causal pathway or universal sensory-based interventions. Self-regulation was multidimensional and context-sensitive, while participation depended on child–activity–environment fit and relational, pedagogical, and environmental support. The synthesis positions meaningful participation, rather than physical stillness or behavioural compliance, as the educationally relevant outcome.
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Published
28-09-2026
How to Cite
Hastuti, F., & Handari, S. (2026). Beyond Behavioural Compliance: A Structured Critical Narrative Review of Sensory Regulation, Self-Regulation, and Classroom Participation in Early Childhood. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 10(5), 3151–3167. https://doi.org/10.31004/obsesi.v10i5.8819
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