Show simple item record

dc.contributor.authorBasilio, Marisolen
dc.contributor.authorRodríguez, Cintiaen
dc.date.accessioned2016-07-13T11:07:47Z
dc.date.available2016-07-13T11:07:47Z
dc.date.issued2016-07-26en
dc.identifier.issn0300-4430
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/256726
dc.description.abstractThe role of language as a tool to support the self-regulation has been widely studied, yet there is little evidence on the role of prelinguistic communication in the early development of self-regulation. To address this gap we developed behavioural indicators of preverbal cognitive self-regulation, and described how can parents support it through guided play. We observed 16 children at 14, 16 and 18 months interacting with two complex toys, either independently or with a parent. A microanalytic coding captured a total of 721 gestures, of which 473 were classed as self-regulatory. Children used gestures to support self-regulation in planning monitoring, control, and evaluation. Analysis of parental mediation revealed a relationship between supporting autonomy, providing challenge, responsiveness, effective communication, children’s competence with objects, and self-regulatory gestures. We produced reliable indicators of self-regulation through gestures and characterised effective parental mediation, thus making explicit key social mechanisms to foster self-regulation in preverbal development.
dc.description.sponsorshipThis research was kindly supported by CONICYT Chile through a scholarship for doctoral studies at Universidad Autónoma de Madrid granted to the first author, and a Research and Innovation grant awarded to the second author (EDU2011-2780 I+D+i) by the Ministry of Science and Innovation of Spain.
dc.languageEnglishen
dc.language.isoenen
dc.publisherTaylor & Francis
dc.subjectself-regulationen
dc.subjectprivate gesturesen
dc.subjectguided playen
dc.subjectscaffoldingen
dc.subjectpragmatic of objectsen
dc.titleHow toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects.en
dc.typeArticle
dc.description.versionThis is the author accepted manuscript. The final version is available from Taylor & Francis via https://doi.org/10.1080/03004430.2016.1202944en
prism.publicationDate2016en
prism.publicationNameEarly Child Development and Careen
dc.identifier.doi10.17863/CAM.662
dcterms.dateAccepted2016-06-14en
rioxxterms.versionofrecord10.1080/03004430.2016.1202944en
rioxxterms.versionAMen
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2016-07-26en
dc.identifier.eissn1476-8275
rioxxterms.typeJournal Article/Reviewen
rioxxterms.freetoread.startdate2018-01-28


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record