| 000 | 00940nam a22001697a 4500 | ||
|---|---|---|---|
| 020 | _a9781529770995 | ||
| 082 |
_a372.21 _bROS |
||
| 100 |
_aRobson, Sue _9308785 |
||
| 245 |
_aSelf-regulation in the early years/ _cSue Robson and Antonia Zachariou |
||
| 260 |
_aLondon: _bSage, _c2022. |
||
| 300 | _axi, 204p. | ||
| 505 | _aIntroduction What is self-regulation, and why does it matter How does self-regulation develop in early childhood Where can we find self-regulation in policy and curriculum frameworks? Relationships and self-regulation Observing and assessing self-regulation in young children Communication and language for self-regulation in young children Contexts for self-regulation Planning and not planning for self-regulation | ||
| 650 |
_aEarly childhood education - Psychological aspects _9308786 |
||
| 650 |
_aSelf-control in children _9308787 |
||
| 700 |
_aAntonia Zachariou (jt. auth) _9308788 |
||
| 942 | _cBK | ||
| 999 |
_c164986 _d164985 |
||