Self-Regulation in Childhood: A Developmental Perspective

Yair Ziv, Moti Benita, Inbar Sofri

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Self-regulation is an essential concept in the study of human development. However, the definitions of the term “self-regulation” and its components are not as clear as may be expected. In addition, these definitions are likely to change across childhood as a function of age and development. Consequently, it is an important aim of this chapter to review the concept of self-regulation from a developmental perspective in order to further our understanding of the similarities and differences between self-regulatory capacities as a function of age and developmental milestones. The chapter is divided into four main sections. In the first section, we look at the different definitions of self-regulation as they appear in the literature and suggest an informative definition of that construct. The second discusses the development of self-regulation from infancy to middle childhood. The third section presents different methods of assessing self-regulation (again, as a function of age and development), and the fourth discusses the links between self-regulation and psychopathology and their implications to field practitioners, focusing mainly on clinical and educational implications. We summarize the chapter with a set of conclusions and recommendations for future research in the field.
Original languageEnglish
Title of host publicationHandbook of Social Behavior and Skills in Children
EditorsJohnny L. Matson
Place of PublicationCham
PublisherSpringer International Publishing AG
Number of pages25
ISBN (Print)978-3-319-64592-6
StatePublished - 2017


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