How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects.
|dc.description.abstract||The 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.sponsorship||This 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.publisher||Taylor & Francis|
|dc.subject||pragmatic of objects||en|
|dc.title||How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects.||en|
|dc.description.version||This is the author accepted manuscript. The final version is available from Taylor & Francis via https://doi.org/10.1080/03004430.2016.1202944||en|
|prism.publicationName||Early Child Development and Care||en|