How Do Parents Guide Children towards 'Playing to Learn'? Reflections on Four Studies in a Special Issue on Self- and Co-Regulation in Early Childhood

Autor/in	Hughes, Claire
Titel	How Do Parents Guide Children towards 'Playing to Learn'? Reflections on Four Studies in a Special Issue on Self- and Co-Regulation in Early Childhood
Quelle	In: Metacognition and Learning, 14 (2019) 3, S.315-326 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hughes, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-019-09215-6
Schlagwörter	Self Control; Child Development; Delay of Gratification; Infants; Toddlers; Parent Role; Young Children; Play + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Kindesentwicklung; Infant; Toddler; Toddlers; Kleinkind; Infants; Parental role; Elternrolle; Frühe Kindheit; Spiel
Abstract	This special issue on early self- and co-regulation addresses a topic that is founded on a rich mix of theoretical perspectives, including self-determination theory, socio-cultural theory, attachment theory and artificial intelligence. Reflecting this diversity, the papers adopt a diverse range of approaches to cutting-edge questions regarding self- and co-regulation. At the same time, the papers share a number of common themes, of which the first is a downwards expansion of the developmental scope of existing research on children's ability to delay gratification to encompass findings from infants and toddlers. A second common theme is a careful attention to issues of ecological validity. Alongside these commonalities, the papers also show complementarity in their focus on the parent or the child. In this commentary I seek to identify both common and specific strengths and limitations and offer suggestions regarding fruitful avenues for future research in this field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01