| Title: |
Recognizing Early Childhood as a Critical Time for Developing and Supporting Self-Regulation |
| Language: |
English |
| Authors: |
Perry, Nancy E. (ORCID 0000-0001-6480-281X) |
| Source: |
Metacognition and Learning. Dec 2019 14(3):327-334. |
| Availability: |
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2019 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Young Children; Self Management; Executive Function; Child Development; Metacognition; Developmental Tasks; Individual Differences; Self Efficacy; Goal Orientation; Parent Child Relationship; Scaffolding (Teaching Technique); At Risk Persons |
| DOI: |
10.1007/s11409-019-09213-8 |
| ISSN: |
1556-1623 |
| Abstract: |
Research in educational and developmental psychology offers evidence that children are developing basic capacities (i.e., executive functions) for self-regulating long before they receive formal instruction in school. Importantly, the evidence indicates self-regulation is a strong predictor of outcomes in early childhood and across the lifespan. This comment considers contributions from four studies published in the special issue of "Metacognition and Learning," titled "Self-Regulation and Co-Regulation in Early Childhood: Development, Assessment and Supporting Factors." The studies reveal 2-3-year-old children's spontaneous use of strategies to support success on delay tasks and individual differences in 5-7-year-old children's ability beliefs and goal orientations. They also signal important differences in parents' scaffolding/co-regulation of children's self-regulation. All studies point to the particular importance of attending to developmental trajectories of children judged "at risk" in their development of self-regulation and supporting parents to develop strategies for co-regulating children in the context of challenging tasks. Considerations for future research are raised. |
| Abstractor: |
As Provided |
| Entry Date: |
2019 |
| Accession Number: |
EJ1236443 |
| Database: |
ERIC |