Self-Regulation in the Early Years
Learning Matters Ltd (Verlag)
978-1-5297-7100-8 (ISBN)
This book supports students of Early Childhood Studies, Early Years and related disciplines to understand self-regulation in the early years. It explores what self-regulation is and includes evidence from cognitive, developmental and behavioural psychology and neuroscience. It asks why self-regulation is so central for children and why it is so important for practitioners to support and develop it in young children.
The book explores how self-regulation underpins much of children’s development, including social, emotional and cognitive development. Key contexts for self-regulation, in particular aspects such as play and talk, are covered. This book supports students to:
- know why self-regulation matters
- understand why self-regulation is increasingly evident in policy and curricular around the world
- focus on social, emotional and behavioural aspects of self-regulation
- explore the importance of relationships in self-regulation – between children and adults and between children themselves
- effectively observe and document self-regularion
Sue Robson is Honorary Research Fellow in the Early Childhood Research Centre at the University of Roehampton. She has researched and written extensively in the field of self-regulation. Her other research and teaching interests include young children’s creative thinking, young children’s well-being, and professional development for early childhood practitioners. Sue is a National Teaching Fellow and a Trustee of the Froebel Trust. Antonia Zachariou is Assistant Professor of Psychology (Educational and Developmental) at the University of Limassol, Cyprus. Previously, she held a Senior Lecturer position at the University of Roehampton, London, and she was Part-time lecturer at New York University (London). She was awarded an MPhil and a PhD in Education (Psychology and Education) by the University of Cambridge, UK. Antonia researches in the area of self-regulation, focusing on young children’s self-regulation and on teachers’ role in promoting self-regulation.
What is self-regulation, and why does it matter?
How does self-regulation develop in early childhood?
Where can we find self-regulation in policy and curriculum frameworks?
Relationships and self-regulation
Observing and assessing self-regulation in young children
Communication and language for self-regulation
Contexts for self-regulation
Planning – and not planning – for self-regulation
| Erscheinungsdatum | 05.04.2022 |
|---|---|
| Verlagsort | Exeter |
| Sprache | englisch |
| Maße | 171 x 246 mm |
| Gewicht | 540 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 1-5297-7100-5 / 1529771005 |
| ISBN-13 | 978-1-5297-7100-8 / 9781529771008 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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