An empathetic beginning in education: exploring the prospects of self-regulation skills on pro-social behaviour in the early childhood environment. Issue 4 (2nd April 2016)

• Record Type: Journal Article
• Authors: Willis, Elizabeth
• Is Part Of: Early child development and care. Volume 186:Issue 4(2016)
• Page Start: 662
• Page End: 670
• Publication Date: 2016-04-02
• Subjects: self-regulation -- early childhood education -- pro-social skills -- empathy -- compassion -- sympathy; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2015.1045422
• Languages: English
• ISSNs: 0300-4430

Abstract

Abstract : One avenue substantially researched and supported in early childhood research is the importance and the cultivation of self-regulation skills in the classroom. Most educational research on self-regulation skills has illustrated the importance between the enhancement of these skills and long-term academic success. Notwithstanding, there is little empirical research in early childhood that links the advancement of self-regulation skills to other contributing educational components, such as the cultivation of children's pro-social skills. This review seeks to establish a link between children's self-regulation and pro-social skills and discusses implications for future research and practice.