Sue Robson & Antonia Zachariou 
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:

  

– 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

Зміст

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

Про автора

Antonia Zachariou is Assistant Professor at the Neapolis University, Part-time lecturer at New York University, London and Honorary Research Fellow at the University of Roehampton. Antonia researches in the area of self-regulation, focusing on young children’s self-regulation and on teachers’ role in promoting self-regulation. Her research has also focused on the link between play and the development of children’s self-regulation and metacognition. Her more general research interests lie in the area of studying young children′s learning and emotional, social and cognitive development.