Las Habilidades de Autocontrol y Autorregulación en la Edad Preescolar

Habilidades en preescolares

Abstract

The Pre-school stage is one of the most important moments in human life; it is there that children present significant advances in all dimensions, but especially develop the socio-emotional part of the time they interact with each other: empathy and love of their own. Self-monitoring and self-regulation skills, which are of great significance at this stage, are also framed, as they are aimed at children being able to regulate what they think and feel, thereby distinguishing, from this, the way they respond to any situation they are presented with in life. Through this article, it is proposed to take a general look at the skills of self-control and self-regulation at the Pre-school stage; a narrative review was carried out, where scientific literature was considered that would allow studies to be known where self-regulation and self-control in children had been assessed. According to the findings of the literary review, the results are presented considering the following categories: conceptualization of self-control and self-regulation skills, child self-regulation and parental styles, self-regulation and gambling. Through this theoretical approach and on the basis of the motivating analysis with regard to the recognition of self-control and self-regulation skills in pre-school age, it is possible to disregard the importance of recognising and conceiving the differentiation between self-regulation concepts and self-control, while from their uniqueness they manage to establish important tools from the earliest years of life in order to cognitively achieve a mastery in achieving goals and adapting to the environment; aspects that contribute to learning.