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Exposure to higher levels of sociodemographic risk is associated with lower levels of academic achievement among young children. However, there is variability in the strength of this association, which may be traced to individual differences in physiological processes underlying self‐regulation. In the current study, we examined whether the response of the parasympathetic nervous system to challenge, indexed by change in respiratory sinus arrhythmia (RSA), moderated the association between risk and school readiness at 5 years of age in a diverse sample of young children. We found that parasympathetic response to the Still‐Face Paradigm moderated the effects of risk on a measure of school readiness, such that there was no association between risk and school readiness among children who exhibited RSA decreases during challenge at 6 months of age, a purported index of self‐regulation at this age. For those infants who did not exhibit RSA withdrawal during this challenge, exposure to early cumulative risk was associated with lower scores on achievement assessment. These results speak to the possibility that certain patterns of parasympathetic response can serve as a protective factor for young children growing up in disadvantaged environments.

Self‐regulation in early childhood encompasses both “top down,” volitional processes, as well as the “bottom up” activity of three neurophysiological systems: the parasympathetic nervous system (PNS), the sympathetic nervous system (SNS), and the hypothalamic‐pituitary‐adrenal (HPA) axis. In this paper we briefly review the structure, function, and early development of each of these systems and then explain why neurophysiological self‐regulation is most accurately defined as a function of their joint activity. We note that while there are a number of predictive models that employ this definition, the field would benefit from a straightforward heuristic and aligned methods of visualization and analysis. We then present one such heuristic, which we call neurophysiological space, and outline how it may facilitate a new, collaborative approach to building a better understanding of self‐regulation in early childhood. We conclude with a presentation of early education as one setting in which our heuristic and methods could be applied.