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ERIC Number: EJ1094750
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0300-4430
An Empathetic Beginning in Education: Exploring the Prospects of Self-Regulation Skills on Pro-Social Behaviour in the Early Childhood Environment
Willis, Elizabeth
Early Child Development and Care, v186 n4 p662-670 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A