4: Self-Regulation
- Page ID
- 392514
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 4.1: Chapter Introduction
- This page discusses the development of children's self-regulation, transitioning from dependence on adult support to independent emotional and behavioral management. It defines self-control and self-regulation, examines factors like temperament and emotional competence, and emphasizes executive functions in decision-making. The chapter also provides practical strategies for educators to enhance emotional regulation and persistence in young children.
- 4.2: From Co-Regulation to Self-Regulation
- This page highlights the significance of self-regulation in early childhood development, noting its impact on social, emotional, cognitive, and academic growth. It explains the gradual development of self-regulation through supportive relationships and differentiates it from self-control. Key elements include emotional management and coping skills, which are influenced by caregivers.
- 4.3: Emotional Competence and Self-Regulation
- This page emphasizes the importance of emotional competence and self-regulation in children, highlighting skills such as emotional recognition, self-efficacy, impulse control, and delayed gratification. These abilities are essential for effective social interactions and problem-solving. Educators are crucial in nurturing these competencies within supportive environments, which in turn foster resilience and lifelong learning.
- 4.4: Supporting Self-Regulation in Early Childhood Classrooms
- This page highlights the importance of self-regulation in children's success across social, emotional, and academic domains, stressing that these skills need to be actively taught. Key strategies for educators include establishing routines, fostering relationships, modeling emotional management, and incorporating problem-solving and reflection.
- 4.5: Chapter Vocabulary
- This page discusses essential concepts in children's emotional and behavioral management, including Self-Regulation, Co-Regulation, Executive Function, Inhibitory Control, and Self-Efficacy. Self-Regulation refers to a child's ability to manage emotions and behaviors, supported by Co-Regulation from adults. Executive Function involves cognitive skills that help in planning and managing behavior.
- 4.6: Extra Internet Resource Links
- This page discusses resources aimed at enhancing children's executive function and self-regulation skills, highlighting the importance of supportive relationships with responsive adults. It mentions organizations like Harvard's Center on the Developing Child, ZERO TO THREE, and Head Start that provide strategies for fostering these skills. Additionally, it references the California Preschool Learning Foundations, which outline developmental milestones related to attention and inhibitory control.
- 4.7: References
- This page provides key references on early childhood development, emphasizing self-regulation, emotional development, and executive function. It highlights themes like self-efficacy and emotional intelligence's role in cognitive abilities, alongside studies on effortful control and decision-making.