Self-Regulation in the Early Years

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:

• 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

Auteur

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.

Contenu

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