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1.
Rev. chil. neuropsicol. (En línea) ; 12(1): 24-28, ago. 2017.
Article in Spanish | LILACS | ID: biblio-908666

ABSTRACT

El modelo de temperamento de Mary Rothbart, nos da un sustento teórico para comprender cómo el control esforzado favorece los procesos de regulación en los niños/niñas. Esta habilidad va marcando cómo el infante se va relacionando con el medio y con los diversos desafíos que éste le presenta. Por lo tanto, el presentar un desarrollo adecuado del control esforzado, le permitiría al infante adaptarse con mayor facilidad a los cambios que se van produciendo de manera constante en el contexto que se desarrolla. Dada la relevancia del control esforzado, es que el objetivo de este trabajo es mostrar una revisión teórica de este constructo, su desarrollo y sus implicancias en el desarrollo socioemocional de los niños.


Mary Rothbart's temperament model, gave as a theoretical background for the understanding of the effortful control implications in the regulatory process in children. This skill shapes the way infants relate to their environment and with different challenges that this present. For this reason, an adequate development of effortful control, allows the infants to adapt in a better way to the changes that emerges constantly in their context. Given the relevance of effortful control, is that the aim of this work is to present a theoretical review of this construct, its development and its implications in the children's socioemotional development.


Subject(s)
Humans , Child , Temperament , Child Development , Self-Control , Attention
2.
Article in Chinese | WPRIM | ID: wpr-586484

ABSTRACT

Objective: To study the relevant factors of emotional self - regulation of children. Methods? To assess the self- regulation competence, temperament, living environment and parenting attitudes in 560 children aged eighteen months to six years old. The self - regulation competence involved attentional focus, inhibitial control of effortful control, and the development level of self - regulation. Results; (1) Comparison with that of other children, the scores of cognitive regulation and attentional focus of children with fathers educational level as graduate or postgraduate were the highest (3. 6 ?0.4, 34. 5 ?8. 7 , F =3. 83, P

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