Self-regulation in early childhood : nature and nurture /
Examining how self-regulation develops in the first eight years, Bronson (developmental and educational psychology, Boston College) begins with a review of the theory and research on the growth of self-control across emotional, social, and cognitive areas. She then goes on to provide suggestions for...
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| Format: | Book |
| Language: | English |
| Published: |
New York :
Guilford Press,
2000
New York : [2000], ©2000 New York : c2000 New York : ©2000 New York ; London : c2000 New York : [2000] |
| Subjects: |
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| 100 | 1 | |a Bronson, Martha |0 http://viaf.org/viaf/34018009 | |
| 100 | 1 | |a Bronson, Martha |1 http://viaf.org/viaf/34018009 | |
| 100 | 1 | |a Bronson, Martha | |
| 245 | 1 | 0 | |a Self-regulation in early childhood : |b nature and nurture / |c Martha B. Bronson |
| 260 | |a New York : |b Guilford Press, |c 2000 | ||
| 260 | |a New York : |b Guilford Press, |c [2000], ©2000 | ||
| 260 | |a New York : |b Guilford Press, |c c2000 | ||
| 260 | |a New York : |b Guilford Press, |c ©2000 | ||
| 260 | |a New York ; |a London : |b Guilford Press, |c c2000 | ||
| 264 | 1 | |a New York : |b Guilford Press, |c [2000] | |
| 264 | 4 | |c ©2000 | |
| 300 | |a p. cm | ||
| 300 | |a viii, 296 p. ; |c 24 cm | ||
| 300 | |a viii, 296 pages ; |c 24 cm | ||
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| 500 | |a This WorldCat-derived record is shareable under Open Data Commons ODC-BY, with attribution to OCLC |5 CTY | ||
| 504 | |a Includes bibliographical references (p. 247-285) and index | ||
| 504 | |a Includes bibliographical references (pages 247-285) and index | ||
| 504 | |a Includes bibliographical references and index | ||
| 505 | 0 | |a Theoretical and research perspectives on self-regulation. Overview of theoretical perspectives on self-regulation -- Interrelation of motivation and self-regulation -- Controlling emotion and behavior -- Engaging in prosocial behavior -- Controlling cognitive processing -- Self-regulation and control systems in the brain -- Research to practice: supporting self-regulation in early childhood. Supporting self-regulation in infants and toddlers -- Supporting self-regulation in preschool and kindergarten children -- Supporting self-regulation in primary school children | |
| 505 | 0 | 0 | |g Part I |t Theoretical and Research Perspectives on Self-Regulation |g 9 -- |g Chapter 1 |t Overview of Theoretical Perspectives on Self-Regulation |g 11 -- |g Chapter 2 |t Interrelation of Motivation and Self-Regulation |g 31 -- |g Chapter 3 |t Controlling Emotion and Behavior |g 58 -- |g Chapter 4 |t Engaging in Prosocial Behavior |g 86 -- |g Chapter 5 |t Controlling Cognitive Processing |g 112 -- |g Chapter 6 |t Self-Regulation and Control Systems in the Brain |g 142 -- |g Part II |t Research to Practice: Supporting Self-Regulation in Early Childhood |g 165 -- |g Chapter 7 |t Supporting Self-Regulation in Infants and Toddlers |g 167 -- |g Chapter 8 |t Supporting Self-Regulation in Preschool and Kindergarten Children |g 198 -- |g Chapter 9 |t Supporting Self-Regulation in Primary School Children |g 221 |
| 505 | 0 | 0 | |g Pt. I |t Theoretical and Research Perspectives on Self-Regulation. |g Ch. 1. |t Overview of Theoretical Perspectives on Self-Regulation. |g Ch. 2. |t Interrelation of Motivation and Self-Regulation. |g Ch. 3. |t Controlling Emotion and Behavior. |g Ch. 4. |t Engaging in Prosocial Behavior. |g Ch. 5. |t Controlling Cognitive Processing. |g Ch. 6. |t Self-Regulation and Control Systems In the Brain -- |g Pt. II. |t Research to Practice: Supporting Self-Regulation in Early Childhood. |g Ch. 7. |t Supporting Self-Regulation in Infants and Toddlers. |g Ch. 8. |t Supporting Self-Regulation in Preschool and Kindergarten Children. |g Ch. 9. |t Supporting Self-Regulation in Primary School Children. |
| 520 | |a Examining how self-regulation develops in the first eight years, Bronson (developmental and educational psychology, Boston College) begins with a review of the theory and research on the growth of self-control across emotional, social, and cognitive areas. She then goes on to provide suggestions for how to enhance self-regulatory skills in children, addressing topics such as caregiver behaviors, ways of arranging the environment, and strategies for enhancing peer interactions | ||
| 520 | |a Self-regulation enables children to control their emotions and behaviour, interact positively with others and engage in independent learning. This book examines how self-regulation develops and describes practical ways for educators and care-givers to support its development | ||
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| 650 | 0 | |a Self-control in children | |
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| 650 | 7 | |a Self-control in children |2 fast | |
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| 650 | 1 | 2 | |a Inhibition, Psychological |x Infant |
| 650 | 1 | 2 | |a Inhibition, Psychological |
| 650 | 2 | 2 | |a Child Rearing |
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