With a focus on the Learning aspect of Language, Literacy, and Learning, I am going to begin a series of posts on children’s ability, with our support, to become confident and successful learners. Becoming a learner begins in infancy. So these early posts will focus on Birth to 5. Later posts will focus on learning in K-3. There are a number of ways we can describe the learning to learn process, for example: self-regulation, executive function, metacognition. Here is a place to begin with a focus on self-regulation.
“This brief provides a framework for understanding self-regulation and its development in an ecological-biological development context. It is derived from a larger report on work conducted by the Duke Center for Child and Family Policy for the Administration for Children and Families. …..” 7 Principles of Self-Regulation….
Some current research:
“Current Gaps and Future Directions for Self-Regulation Intervention Research In the process of developing a series of reports and briefs based in existing theory and research on toxic stress, self-regulation, and self-regulation interventions, a number of gaps in the existing knowledge base were identified. Research shows the value of interventions to strengthen self-regulation, yet there are many unanswered questions. This brief addresses key gaps in interventions and intervention research examined in a recent literature review. In addition, the brief highlights work needed in intervention design and development to enhance programs intended to strengthen self-regulation, particularly those that serve vulnerable children and youth. We expect that this brief will be of greatest interest to prevention scientists, funders, and policy-makers.”