It is now well established in research (Bronson 2010, Whitebread 2012) and practice that a major determinant of children’s success as learners is their ability to self-regulate. As a result, self-regulation has emerged as a major strand of the Newham Reception Innovation Project, in which a group of east London school leaders is seeking to ‘maximise pupil progress through play-based learning in Reception classes’.
Emotional self-regulation concerns having positive feelings about oneself as a learner, a sense of well-being, and the ability to manage one’s feelings and behaviour. Cognitive self-regulation is built on positive dispositions to learning plus awareness and control of one’s own thinking.
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