Self-Regulation in the Early Years
- Sue Robson - Roehampton University, UK
- Antonia Zachariou - Roehampton University, UK
Key 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
THIS BOOK NEVER ARRIVED FOR REVIEW SO CAN'T BE EVALUATED AT THIS MOMENT
This books is insightful and will allow students to make coherent links between learning theory, metacognition, executive functioning and self regulation. I will be basing one for of my teaching sessions on this book on a module which encourages young children to be seen as competent and capable learners
This is an excellent read for anyone seeking to understand the complexities of self-regulation in children, Particularly suited for anyone working with the revised EYFS framework. The book explores SR in relation to other closely related areas presenting a clear picture of the relationships surrounding policy, curricula and theoretical perspectives. Well presented offering opportunities for reflection and exploration of ideas within practice. A must read for HE students.
Fits very well with our module content
Excellent book on topic - really helpful reflection points