Peer Influences in Self-Regulation Development and Interventions in Early Childhood

Autor/inn/en	Pahigiannis, Katherine; Glos, Margaret
Titel	Peer Influences in Self-Regulation Development and Interventions in Early Childhood
Quelle	In: Early Child Development and Care, 190 (2020) 7, S.1053-1064 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pahigiannis, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1513923
Schlagwörter	Peer Influence; Self Management; Young Children; Self Control; Child Development; Infants; Toddlers; Preschool Children; Family Environment; Educational Environment; Kindergarten; Developmental Stages; Intervention + Suchen Sie Ihr Suchwort? Selbstmanagement; Frühe Kindheit; Selbstbeherrschung; Kindesentwicklung; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Self-regulation facilitates healthy development and positive adaptation across the life course, and deficits are linked to negative health outcomes. Self-regulation development is thus an important target for universal prevention interventions in early childhood. A well-established research base addresses the significance of caregiver relationships and environmental supports in self-regulation development during early childhood. However, the potential influence of peers has received less attention. Emerging evidence suggests a relationship between self-regulation skills and peer interactions; yet, these processes have been underexplored in the context of early childhood interventions, and the critical question of whether early childhood social environments could be engineered to maximize self-regulation development has been unaddressed. This paper presents empirical evidence and conceptual arguments for peer influences in self-regulation development in early childhood and reviews existing self-regulation interventions with an emphasis on a potential role for peer processes. Implications for future research and universal prevention programmes and policies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01