Recognizing early childhood as a critical time for developing and supporting self-regulation
Recognizing early childhood as a critical time for developing and supporting self-regulation
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DOI：
10.1007/s11409-019-09213-8
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发表时间：
2019-12-01
影响因子：
3.3
通讯作者：
Perry, Nancy E.
中科院分区：
文献类型：
--
作者：
Perry, Nancy E.
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.
