The purposes of this study were to analyze the previous studies and related research on the children's self-regulated capability to define the concepts and components of the self-regulated capability, and organize the related variables. In addition, t... The purposes of this study were to analyze the previous studies and related research on the children's self-regulated capability to define the concepts and components of the self-regulated capability, and organize the related variables. In addition, this study describes the structure and function of the brain and neurotransmitter based on the results of the brain-scientific research. This study also tries to clarify the relationship between children's self-regulated capability and related variables from a brain-scientific perspective. The present study is to propose educational suggestions to help improve the self-regulated capability in children's education on the basis of the results of this study. The results of this study are as follows; First, self-regulation is generated in the situation of the 'inconsistency'. Inconsistency means that each of the conflicting requirements. For example, conflict situation between cognitive, emotional and behavioral, or between the needs of the individual and the environment. Second, a child tries to 'change' in a more desirable direction when he faced with a inconsistency situation. Prior studies have used the terms like inhibition, delay, concentration, perform to refer to the 'change'. These can be seen as a process of changing the outgoing narrow the difference between the cognitive, motivational, emotional and behavioral demand. Third, 'the change' is meant to strive for better results. It is important to see how well, it is regarded as 'capability'. Therefore, the definition of self-regulated capability to use in this study were as follows; to determine what is the more preferred conditions required by the inconsistency of the individual and the environment, and capability to planning, performing and evaluating their cognition, motivation, emotion, and behavior. This study looked at the domestic research conducted since 2000 for self-regulated capability. Opinions of scholars are divided into two branches. One is the view looking at the components of the self-regulated capability as cognitive regulation, motivate regulation, emotional regulation and behavioral regulation. The other is the perspective view the components of the self-regulation as 'self-monitoring' including self-evaluation and self-determination, and 'self-control' including behavioral inhibition and the emotion. In this study, the components of self-regulation is cognitive, motivational, emotional, behavioral self-regulation. The cognitive self-regulated capability is meant in the sense of a self-evaluation, with the capacity to recognize meta combined screening a variety of sensory stimuli, store, and perform all of the process of withdrawing in an effective and efficient. Motivational self-regulated capability is the capability to recognize and control the desire and motivation to maintain efforts to achieve the goals. Emotional self-regulation capability is the capability that can change a variety of negative emotions into positive emotions. Behavioral self-regulated capability by regulating and controlling their behavior to meet the environmental requirements refers to the capability to take overt action appropriate to the situation. In this study, it presented to the variables associated with age and gender of children, emotional expression types of parents, and parenting attitudes as social factors, child psychology, peer relationships, and studied their relevance. Next, it was attempted brain scientific description of the components of the self-regulated capability. According to the study, self-regulated capabilities are found step by step, with improved development of the child's brain. As a part of the brain, leading to a significant impact throughout the child's self-regulated capability of the cortex are the frontal lobe, and prefrontal lobe, orbital frontal cortex of the cerebral cortex, the limbic system and amygdala, and hippocampus. In addition, a neurotransmitter associated with self-regulated capability is the dopamine and serotonin, endorphin, norepinephrine, etc. And describes the variables that are associated with self-regulated capability, based on brain-scientific principles. Based on the above brain-scientific understanding, the below educational implication can be suggested; First, teachers should provide a positive and acceptable learning environment for children. Second, teachers should give enough time for challenges to the child, and teachers should give a break to the child. Third, children must be able to choose for their own learning and take responsibility for the results. Fourth, teacher should provide interesting, emotional, and structured information to the child. Fifth, teacher should provides a lot of opportunities to interact with peers through collaborative learning for improving the capability of children's empathy and non-verbal communication skills. Sixth, a variety of programs for children's self-regulated capability should be developed. Seventh, parents should nurture their children with affection attitude, and should express their emotions positively. The results of this study have the following significance; First, this study clear the concept of self-regulated capability, and identified the components of that based on the brain-scientific theory. Second, meanwhile, many researchers have studied one by one, for the relevant variables, these were summarized clearly in this study. And the link between those factors and the self-regulated capability was found based on the principles of brain-science. Third, this study proposed educational implications for improving self-regulated capability, based on the principles of brain-science. Hopefully, the results of this study could help to children, parents and teachers who try to improve self-regulated capability.
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