Self-Regulation in the Early Years

This book supports students and practitioners in Early Childhood Studies, Early Years, Education and related disciplines in understanding self-regulation. It explores how self-regulation underpins much of children’s development including social, emotional, behavioural and cognitive development.\nKey contexts for self-regulation, in particular aspects such as play, problem-solving and talk, are covered. It offers practical support for early years practice, linking theory and research to what happens in settings. Supports readers to:
- know why self-regulation matters
- understand how self-regulation develops
- understand why self-regulation is increasingly evident in policy and curricular around the world
- focus on social, emotional, behavioural and cognitive aspects of self-regulation
- enhance impact through close working with parents and guardians
- explore the importance of relationships in self-regulation
– between children and adults and between children themselves
- effectively observe and document self-regulation
- support the development of young children’s self-regulation across the curriculum