Description
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
Table of Contents
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
