The Emergence and Early Development of Self-regulation in Young Children

@inproceedings{2012TheEA,
  title={The Emergence and Early Development of Self-regulation in Young Children},
  author={},
  year={2012}
}
  • Published 2012
It is amply recognised in the literature that metacognitive and self-regulatory abilities are of fundamental significance for children’s general and academic development, and also, that these abilities are highly teachable. When do these skills emerge and how do they develop are questions still open to debate, and therefore, subject to new evidence accumulated in the field. In this paper we aim to provide a general overview of the significant advances in the last decade of research regarding… CONTINUE READING

From This Paper

Figures, tables, and topics from this paper.

References

Publications referenced by this paper.
Showing 1-10 of 34 references

Developing Mechanisms of Self-Regulation in Early Life.

Emotion review : journal of the International Society for Research on Emotion • 2011
View 1 Excerpt

The structure of executive function in 3-year-olds.

Journal of experimental child psychology • 2011
View 1 Excerpt

What is it like to be a person who knows nothing ? Defining the active intersubjective mind of a newborn human being

C. Trevarthen
Infant and Child Development • 2011
View 1 Excerpt

Phases of Social – Emotional Development from Birth to School Age

M. D. Lewis, I. y Granic
2010

Teachers ' " Mnemonic Style " and the development of skilled memory

P. A. Ornstein, J. K. y Coffman Grammer, L. J.
Metacognition , Strategy Use y Instruction • 2010

The role of parenting in children ' s self - regulated learning

D. y Whitebread Pino Pasternak, D.
Educational Research Review • 2010

The development of two observational tools for assessing metacognition and self - regulated learning in young children

D. Whitebread, P. Coltman, +5 authors D.
Metacognition and Learning • 2009
View 2 Excerpts

Similar Papers

Loading similar papers…