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Influences on the Emergence and Development of Cognitive and Emotional Regulation in Early Childhood

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Trends and Prospects in Metacognition Research across the Life Span

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Abstract

It is now well understood that metacognition and self-regulation abilities begin to emerge in children from the first few months of life. It has also been widely reported that these abilities show considerable individual differences by the age at which children enter pre-school or kindergarten, and that these differences continue to grow once the children have entered full-time education. This chapter adopts (Efklides’, European Psychologist 13:277–287, 2008) multifaceted and multilevel model of metacognition, including the nonconscious, personal awareness and social processes involved in the early developing stages of cognitive and emotional aspects of self-regulation. In line with this model the final section of the chapter examines the evidence regarding early social experiences, in the home and in school, which are associated with the emergence and development of the individual differences that develop. Research in this area has clear and important implications for early parenting and early childhood education. The chapter concludes with a review of research on interventions designed to support children’s early development of cognitive and emotional regulation.

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  1. Homerton College, University of Cambridge, Cambridge, UK

    David Whitebread

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  1. David Whitebread
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  1. School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Despina Moraitou

  2. School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Panayiota Metallidou

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Whitebread, D. (2021). Influences on the Emergence and Development of Cognitive and Emotional Regulation in Early Childhood. In: Moraitou, D., Metallidou, P. (eds) Trends and Prospects in Metacognition Research across the Life Span. Springer, Cham. https://doi.org/10.1007/978-3-030-51673-4_11

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