Self-Regulation in the Early Years

What is self-regulation, and why does it matter? How does self-regulation develop in early childhood? Where can we find self-regulation in policy and curriculum frameworks? Relationships and self-regulation Observing and assessing self-regulation in young children Communication and language for self-regulation Contexts for self-regulation Planning - and not planning - for self-regulation

Sue Robson is Honorary Research Fellow in the Early Childhood Research Centre at the University of Roehampton. She has researched and written extensively in the field of self-regulation. Her other research and teaching interests include young children's creative thinking, young children's well-being, and professional development for early childhood practitioners. Sue is a National Teaching Fellow and a Trustee of the Froebel Trust. Antonia Zachariou is Assistant Professor at the Neapolis University, Part-time lecturer at New York University, London and Honorary Research Fellow at the University of Roehampton. Antonia researches in the area of self-regulation, focusing on young children's self-regulation and on teachers' role in promoting self-regulation. Her research has also focused on the link between play and the development of children's self-regulation and metacognition. Her more general research interests lie in the area of studying young children's learning and emotional, social and cognitive development.