Skip to main content
SpringerLink
Log in

The Development of Self-Determination During Childhood

  • Chapter
  • First Online:
Development of Self-Determination Through the Life-Course

Abstract

Although self-determination is associated with adolescent development, the antecedents and precursors of its development lie within the development of foundational skills during the early childhood years. Adolescents become self-determined as they learn, refine, and practice knowledge, skills, beliefs and actions that enable them to respond to contextual and environmental challenges (opportunities, threats) that energize basic psychological needs and resultant autonomous motivation, stimulating a causal action sequence in which volitional and agentic actions are mediated by action-control beliefs, resulting in experiences of causal agency. This chapter explores the early development of foundational skills that enable children to make choices and express preferences, solve problems, engage in making decisions, set and attain goals, self-manage and self-regulate action, self-advocate, and acquire self-awareness and self-knowledge.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abery, B. H., & Stancliffe, R. J. (2003). An ecological theory of self-determination: Theoretical foundations. In M. L. Wehmeyer, B. H. Abery, D. E. Mithaug, & R. J. Stancliffe (Eds.), Theory in self-determination: Foundations for educational practice (pp. 25–42). Springfield: Thomas.

    Google Scholar 

  • Agran, M., & Wehmeyer, M. L. (2005). Teaching problem solving to students with mental retardation. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 255–271). Washington, DC: AAMR.

    Google Scholar 

  • Ainsworth, M. D., & Bell, S. M. (1974). Mother-infant interaction and the development of competence. In K. Connolly & J. Bruner (Eds.), The growth of competence (pp. 97–118). New York: Academic Press.

    Google Scholar 

  • Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. In P. B. Baltes & M. M. Galtes (Eds.), Successful aging: Perspectives from the behavioral sciences (pp. 1–34). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Bambara, L. M., & Kroger, F. (2005). Opportunities for daily choice making. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 213–233). Washington, DC: AAMR.

    Google Scholar 

  • Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guailford Press.

    Google Scholar 

  • Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641–7660. doi:10.1111/j.1467-8624.2010.01499.x.

    Article  PubMed  PubMed Central  Google Scholar 

  • Blair, R., College, E., & Mitchell, D. (2001). Somatic markers and response reversal: Is there orbitofrontal cortex dysfunction in boys with psychopathic tendencies? Journal of Abnormal Child Psychology, 29, 499–511.

    Article  PubMed  Google Scholar 

  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York: Guildford.

    Google Scholar 

  • Brownell, C. A., & Carriger, M. (1990). Changes in cooperation and self-other differentiation during the second year of life. Child Development, 61, 1164–1174.

    Article  PubMed  Google Scholar 

  • Brownell, C. A., & Carriger, M (1991). Collaboration among toddler peers: Individual contributions to social contexts. In L. Resnick & J. Leivine (Eds.), Perspectives on socially shared cognitions (pp365–383, Washington, DC: APA.

    Google Scholar 

  • Bullock, M., & Lutkenhaus, P. (1988). The development of volitional behavior in the toddler years. Child Development, 59, 664–674.

    Article  PubMed  Google Scholar 

  • Buss, A. T., & Spencer, J. P. (2014). The emergent executive: A dynamic field theory of the development of executive function, Monographs of child development (Vol. 79). Ann Arbor: Society for Research in Child Development.

    Google Scholar 

  • Cannon, E. N., & Woodward, A. L. (2012). Infants generate goal-based action predictions. Developmental Science, 15, 292–298.

    Article  PubMed  Google Scholar 

  • Craig, G. J., & Myers, J. L. (1963). A developmental study of sequential two-choice decision making. Child Development, 34, 483–493.

    PubMed  Google Scholar 

  • Dale, P. S. (1976). Language development: Structure and function. New York: Holt Rinehart and Winston.

    Google Scholar 

  • Damon, W. (1983). Social and personality development. New York: Norton.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

    Book  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85–110). Oxford: Oxford University Press.

    Google Scholar 

  • Denissen, J. J. A., van Aken, M. A. G., Penke, L., & Wood, D. (2013). Self-regulation underlies temperament and personality: An integrative developmental framework. Child Development Perspectives, 7, 255–260.

    Article  Google Scholar 

  • Doll, B., & Wehmeyer, M. L. (2005). Teaching goal setting and decision making to students with developmental disabilities. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 273–296). Washington, DC: AAMR.

    Google Scholar 

  • Doll, B., Sands, D. J., Wehmeyer, M. L., & Palmer, S. B. (1996). Promoting the development of self-determined behavior. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life-span (pp. 65–90). Baltimore: Paul H. Brookes Publishing.

    Google Scholar 

  • Farrington-Flint, L., Vanuxem-Cotterill, S., & Stiller, J. (2009). Patterns of problem-solving in children’s literacy and arithmetic. British Journal of Developmental Psychology, 27, 815–834.

    Article  PubMed  Google Scholar 

  • Folmer, A. S., Cole, D. A., Sigal, A. B., Benbow, L. D., Satterwhile, L. F., Swygert, K. E., & Ciesla, J. A. (2008). Age-related changes in children’s understanding of effort and ability: Implications for attribution theory and motivation. Journal of Experimental Child Psychology, 99, 114–134.

    Google Scholar 

  • Furby, L., & Beyth Marom, R. (1992). Risk taking in adolescence: A decision-making perspective. Developmental Review, 12, 1–44.

    Article  Google Scholar 

  • Garon, N., & Moore, C. (2004). Complex decision making in early childhood. Brain and Cognition, 55, 158–170.

    Article  PubMed  Google Scholar 

  • Garon, N., Bryson, S. E., and Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31–60. doi: 10-1037/0033-2909.134.1.31.

  • Geldhof, G. J., & Little, T. D. (2011). Influences of children’s and adolescents’ action-control processes on school achievement, peer relationships, and coping with challenging life events. In R. M. Lerner, J. V. Lerner, E. P. Bowers, S. Lewin-Bizan, S. Gestsdottir, & J. B. Urban (Eds.), Thriving in childhood and adolescence: The role of self-regulation processes, New directions for child and adolescent development (Vol. 133, pp. 45–59). San Francisco: Jossey-Bass.

    Google Scholar 

  • Gerson, S. A. (2014). Sharing and comparing: How comparing shared goals broadens goal understanding in development. Child Development Perspectives, 8, 24–29.

    Article  Google Scholar 

  • Gerson, S. A., & Woodward, A. L. (2013). The goal trumps the means: Alignment of goals is more beneficial than alignment of means in means-end training. Infancy, 18, 289–302. doi:10.1111/j.1532-7078.2012.0012.x.

    Article  PubMed  Google Scholar 

  • Hamlin, J. K., Hallinan, E. V., & Woodward, A. L. (2008). Do as I do: 7-month-old infants selectively reproduce others’ goals. Developmental Science, 11, 487–494. doi:10.1111/j.1467-7687.2008.00694.x.

    Article  PubMed  Google Scholar 

  • Hawley, P. H., & Little, T. D. (2002). Evolutionary and developmental perspectives on the agentic self. In D. Cervone & W. Mischel (Eds.), Advances in personality science (pp. 177–195). New York: Guilford.

    Google Scholar 

  • Hickson, L., & Khemka, I. (2013). Problem solving and decision making. In M. L. Wehmeyer (Ed.), The Oxford handbook of positive psychology and disability (pp. 198–225). New York: Oxford University Press.

    Google Scholar 

  • Hudson, J. A., & Fivush, R. (1991). Planning in the preschool years: The emergence of plans from general event knowledge. Cognitive Development, 6, 393–415.

    Article  Google Scholar 

  • Jacobs, J. E., & Klacqynski, P. A. (2002). The development of judgment and decision-making during childhood and adolescence. Current Directions in Psychological Science, 11, 145–149.

    Article  Google Scholar 

  • Karoly, P. (1993). Mechanisms of self-regulation: A systems view. Annual Review of Psychology, 44, 23–52. doi: 0066-4308/93/0201-0023.

  • King-Sears, M. E., & Carpenter, S. L. (2005). Teaching self-management to elementary students with developmental disabilities. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 235–253). Washington, DC: AAMR.

    Google Scholar 

  • Kopp, C. (1982). Antecedents of self-regulation: A development perspective. Developmental Psychology, 25, 343–354.

    Article  Google Scholar 

  • Landy, S. (2002). Pathways to competence: Encouraging healthy social and emotional development in young children. Baltimore: Paul H. Brookes Publishing.

    Google Scholar 

  • Little, T. D., & Lopez, D. F. (1996). Children’s action-control beliefs and emotional regulation in the social domain. Developmental Psychology, 32, 299–312.

    Article  Google Scholar 

  • Little, T. D., Stetsenko, A., & Maier, H. (1999). Action-control beliefs and school performance: A longitudinal study of Moscow children and adolescents. International Journal of Behavioral Development, 23, 799–823.

    Article  Google Scholar 

  • Little, T., Hawley, P., Henrich, C., & Marsland, K. (2002). Three views of the agentic self: A developmental synthesis. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 389–404). Rochester: University of Rochester Press.

    Google Scholar 

  • Little, T. D., Snyder, C. R., & Wehmeyer, M. (2006). The agentic self: On the nature and origins of personal agency across the lifespan. In D. K. Mroczek & T. D. Little (Eds.), Handbook of personality development (pp. 61–80). Mahwah: LEA.

    Google Scholar 

  • Macoby, E. E., & Martin, J. (1983). Socialization in the context of the family: Parent-child interaction. In E. M. Hetherington (Ed.), Handbook of child psychology, Socialization, personality, and social development (Vol. 4, pp. 1–101). New York: Wiley.

    Google Scholar 

  • Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205–220.

    Article  PubMed  Google Scholar 

  • McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 133, 29–44.

    Article  Google Scholar 

  • McCormick, K. M., Jolivette, K., & Ridgley, R. (2003). Choice making as an intervention strategy for young children. Young Exceptional Children, 6, 3–10. doi:10.1177/109625060300600202.

    Article  Google Scholar 

  • Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244, 933–338.

    Article  PubMed  Google Scholar 

  • Mithaug, D. E. (2003). Explaining what we don’t know about self-determination. In M. L. Wehmeyer, B. H. Abery, D. E. Mithaug, & R. J. Stancliffe (Eds.), Theory in self-determination: Foundations for educational practice (pp. 134–154). Springfield: Thomas.

    Google Scholar 

  • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Handox, R. J., Harrington, H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2393–2698.

    Google Scholar 

  • Nicholls, J. G. (1978). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800–814.

    Article  Google Scholar 

  • Palmer, S. B. (2010). Self-determination – A life-span perspective. Focus on Exceptional Children, 42, 1–16.

    Google Scholar 

  • Palmer, S., Summers, J. A., Brotherson, M. J. Erwin, E., Maude, S., Stroup-Rentier, V. …Haines, S. (2012). Building a foundation for self-determination in early childhood: An inclusive model for children with disabilities. Topics in Early Childhood Special Education, 33, 38–47. doi:10.1177/0271121412445288

  • Piaget, J. (1963). The origins of intelligence in children. New York: Norton.

    Google Scholar 

  • Ramani, G. B., & Brownell, C. A. (2014). Preschoolers’ cooperative problem solving: Integrating play and problem solving. Journal of Early Childhood Research, 12, 92–108.

    Article  Google Scholar 

  • Reid, D. H., Parsons, M. B., & Green, C. W. (2001). Evaluating the functional utility of congregate day treatment activities for adults with severe disabilities. American Journal on Mental Retardation, 106, 460–469.

    Article  PubMed  Google Scholar 

  • Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press.

    Google Scholar 

  • Rossetti, L. (1990). The Rossetti infant-toddler language scale. East Moline: LinguiSystems, Inc..

    Google Scholar 

  • Selman. (1980). The growth of interpersonal understanding: Developmental and clinical analyzes. New York: Academic Press.

    Google Scholar 

  • Shogren, K. A. (2013a). A social-ecological analysis of the self-determination literature. Intellectual and Developmental Disabilities, 51, 496–511.

    Article  PubMed  Google Scholar 

  • Shogren, K. A. (2013b). Self-determination and transition planning. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.

    Google Scholar 

  • Sigler, R. S. (1996). Emerging minds: The process of change in children’s thinking. Oxford: Oxford University Press.

    Google Scholar 

  • Skinner, E. A. (1990). Age differences in the dimensions of perceived control during middle childhood: Implications for developmental conceptualizations and research. Child Development, 61, 1882–1890.

    Article  Google Scholar 

  • Skinner, E. A., Chapman, M., & Baltes, P. B. (1988). Beliefs about control, means-ends, and agency: A new conceptualization and its measurement during childhood. Journal of Personality and Social Psychology, 54, 117–133.

    Article  Google Scholar 

  • Stern, D. (1985). The interpersonal world of the infant. New York: Basic Books.

    Google Scholar 

  • Summers, J. A., Brotherson, M. J., Erwin,E. J., Maude,S. P., Palmer, S. B., Haines, S. J., … Zheng, Y. Z. (2014). Family reflections on the foundations of self-determination in early childhood. Inclusion, 2, 175–194. doi: 10.1352/2326-6988-2.03.175.

  • Tomasello, M. (2009). Why we cooperate. Cambringe, MA: MIT Press.

    Google Scholar 

  • Trabasso, T., Stein, N., Rodkin, P., Park, M., & Baughan, C. (1992). Knowledge of goals and plans in the on-line narration of events. Cognitive Development, 7, 133–170.

    Article  Google Scholar 

  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.

    Book  Google Scholar 

  • Wehmeyer, M. L. (2003). Self-determination: A review of the construct. In M. L. Wehmeyer, B. H. Abery, D. E. Mithaug, & R. J. Stancliffe (Eds.), Theory in self-determination: Foundations for educational practice (pp. 5–24). Springfield: Thomas.

    Google Scholar 

  • Wehmeyer, M. L., & Palmer, S. B. (2000). Promoting the acquisition and development of self-determination in young children with disabilities. Early Education & Development, 11, 465–481.

    Article  Google Scholar 

  • Wehmeyer, M. L., Sands, D. J., Doll, B., & Palmer, S. B. (1997). The development of self-determination and implications for educational interventions with students with disabilities. International Journal of Disability, Development and Education, 44, 305–328.

    Article  Google Scholar 

  • Wehmeyer, M. L., Abery, B. H., Mathaug, D. E., & Stancliffe, R. M. (2003). Theory in self-determination: Foundations for educational practice. Springfield: Charles C. Thomas.

    Google Scholar 

  • Wehmeyer, M. L., Agran, M., Hughes, C., Martin, J. E., Mithaug, D. E., & Palmer, S. B. (2007). Promoting self-determination in students with developmental disabilities. New York: Guilford Press.

    Google Scholar 

  • Whitman, T. L. (1990). Self-regulation and mental retardation. American Journal on Mental Retardation., 94, 373–376.

    Google Scholar 

  • Willatts, P. (1990). Development of problem-solving strategies in infancy. In D. F. Bjorklund (Ed.), Children’s strategies: Contemporary views of cognitive development (pp. 23–56). Hillsdale: Erlbaum.

    Google Scholar 

  • Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood, Monographs of the society for research in child development, 68, Serial no.27. Boston: Blackwell Pub.

    Google Scholar 

  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183. doi:10.31032/0002831207312909.

    Article  Google Scholar 

  • Zimmerman, B. J., & Schunk, D. H. (2007). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1–30). Mahwah: Lawrence Erlbaum.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Kansas, Lawrence, KS, USA

    Susan B. Palmer

  2. Special Education, University of Kansas, Lawrence, KS, USA

    Michael L. Wehmeyer & Karrie A. Shogren

Authors
  1. Susan B. Palmer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Michael L. Wehmeyer
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Karrie A. Shogren
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Susan B. Palmer .

Editor information

Editors and Affiliations

  1. Special Education, University of Kansas, Lawrence, Kansas, USA

    Michael L. Wehmeyer

  2. Special Education, University of Kansas, Lawrence, Kansas, USA

    Karrie A. Shogren

  3. Educational Psychology and Leadership, Texas Tech University, Lubbock, Texas, USA

    Todd D. Little

  4. Gallup and The Clifton Strengths School, Omaha, Nebraska, USA

    Shane J. Lopez

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Palmer, S.B., Wehmeyer, M.L., Shogren, K.A. (2017). The Development of Self-Determination During Childhood. In: Wehmeyer, M., Shogren, K., Little, T., Lopez, S. (eds) Development of Self-Determination Through the Life-Course. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-1042-6_6

Download citation

Publish with us

Policies and ethics

Search

Navigation