Self-Regulation in the Early Years

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.

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