A Historical Examination of Self-Regulation: Helping Children Now and in the Future

Post, Yesman; Boyer, Wanda; Brett, Laura

doi:10.1007/s10643-006-0107-x

Cited by 29 publications

(25 citation statements)

References 54 publications

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“…Self‐regulation has its conceptual roots in a range of psychological fields (Post et al ., ), but it is from Vygotsky that many of the ideas that have proved most influential have been drawn. He sees self‐regulation as a prime example of a ‘higher mental process’ (Vygotsky, , p. 57).…”

Section: Self‐regulation and Metacognitionmentioning

confidence: 99%

Self‐regulation and metacognition in young children: Does it matter if adults are present or not?

Robson

2015

British Educational Res J

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This paper brings together two areas of considerable interest to researchers, practitioners and policy makers: young children's developing self‐regulation and metacognition, and the impact of adult (practitioner) presence or absence on their behaviour and learning. One hundred and twenty‐eight observations of 29 children aged 4–5 years in a reception class were analysed using a behavioural coding scheme. While the data show that adult presence and absence were both supportive, children were often significantly more likely to show evidence of self‐regulation and metacognition when adults were absent. When present, adults were a focus for the children's attention, and children appeared to cede some responsibility to them, more frequently looking to adults to set goals, allocate roles, check and correct progress and resolve disputes. At the same time, adults played a crucial role in supporting children's procedural knowledge when they were present. Children were keen to display their knowledge to these significant people and often chose to direct their comments to adults. It is suggested that the question of how adults can supportively become involved in young children's activity deserves closer attention, particularly in the context of the development and display of young children's self‐regulation and metacognition.

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Section: Self‐regulation and Metacognitionmentioning

confidence: 99%

Self‐regulation and metacognition in young children: Does it matter if adults are present or not?

Robson

2015

British Educational Res J

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“…The last decade has seen a burgeoning of research on SRL (Martin 2004;Post, Boyer, and Brett 2006). In this literature, SRL is almost exclusively considered a valuable and empowering form of engagement that good teachers foster, invite and reward.…”

Section: Introductionmentioning

confidence: 99%

A critical consideration of the alignment between the discourse of self-regulated learning and neoliberalism

Vassallo

2014

Emotional and Behavioural Difficulties

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Self-regulated learning (SLR) is a socially embedded process in which individuals use strategies to influence thoughts, behaviours and environments in ways that enable them to achieve their academic goals. As a form of engagement that is almost exclusively associated with academic success, empowerment and agency, researchers are committed to improving conceptualisations of, measurements for and pedagogical interventions related to SLR. However, there is little attention to critical issues that underpin this discourse. Against this trend, I explore an alignment between SLR and neoliberalism, which is a contentious ideology that is implicated in reproducing inequality, promoting radical individualism and eroding democratic responsibility. From this alignment, taking up the aim to teach students to regulate their learning is implicated in: (1) creating manageable workers; (2) endorsing a view of self and personhood that is class-based; and (3) contributing to efficiently and effectively reproducing a class hierarchy. Environments that teach and reward SLR may pose greater disadvantages for working-class students than their middle-class counterparts.

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“…The importance of parental and caregiver involvement in children's acquisition of self-regulation is supported in an historical examination of self-regulation from 1891 to the present (Post et al 2006). Particularly in the period 1990 to present, the study noted that there was considerable attention being given to the ways in which family and educators nurture and help to refine young children's acquisition of self-regulatory skills.…”

Section: Discussionmentioning

confidence: 91%

Crossing the Glass Wall: Using Preschool Educators’ Knowledge to Enhance Parental Understanding of Children’s Self-Regulation and Emotion Regulation

Boyer

2009

Early Childhood Educ J

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This phenomenological research investigated what fifteen preschool educators have come to know about children's self-regulation and emotion regulation development, and how we can better enable them to communicate with parents about their children's development. The data sources included over 100 pages of transcripts, field notes and journal entries for three focus groups. Using these multiple data sources, the researcher applied the seven steps of the phenomenological analysis (Moustakas in Phenomenological research methods. Sage, Thousand Oaks, 1994) to derive a composite structural description of children's self-regulation and emotion regulation development. This research study found a consistent conceptual view of self-regulation and emotion regulation across these preschool educators. The implications from these findings provide educators with knowledge about self-regulation and emotion regulation to facilitate communicating with parents about realistic expectations and goals for children's self-regulation and emotion regulation.

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A Historical Examination of Self-Regulation: Helping Children Now and in the Future

Cited by 29 publications

References 54 publications

Self‐regulation and metacognition in young children: Does it matter if adults are present or not?

Self‐regulation and metacognition in young children: Does it matter if adults are present or not?

A critical consideration of the alignment between the discourse of self-regulated learning and neoliberalism

Crossing the Glass Wall: Using Preschool Educators’ Knowledge to Enhance Parental Understanding of Children’s Self-Regulation and Emotion Regulation

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