We begin by defining self-regulation from an applied perspective within a normative developmental context and describe cognitive, emotional, and behavioral domains of self-regulation and how they interact. Next, we consider how stress and adversity may impact self-regulation. We then describe the developmental tasks of self-regulation from birth through young adulthood, with particular attention to contextual factors that may impact development. Within this framework, we propose a model of "co-regulation" for conceptualizing caregivers' roles in supporting children's self-regulation development, providing examples across the age span. (author abstract)