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Executive Summary
Young Children’s Spontaneous Manifestation of Self-Regulation and Metacognition During Constructional Play Tasks by Ornit Spektor-Levy, Marisol Basilio, Antonia Zachariou & David Whitebread - 2017To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Ornit Spektor-Levy
Bar Ilan University
E-mail Author
ORNIT SPEKTOR-LEVY is a faculty member at the Science Education Center, School of Education, Bar Ilan University. Her educational research focuses on development of scientific curiosity and literacy (Spektor-Levy, Baruch, & Mevarech, 2013); engineering thinking; information literacy; professional development of science teachers (Spektor-Levy & Abramovitch, 2016); and information and communication technologies. She is the director of Da-Gan Center–the Israeli National teacher center for STEM education in preschool.
- Marisol Basilio
University of Cambridge
E-mail Author
MARISOL BASILIO is a developmental and educational psychologist. She is a research fellow at the Faculty of Education of the University of Cambridge, working as part of the Research Centre in Play in Education, Development and Learning. Her research interests are concerned with the interplay between language, self-regulation, and play in children’s development.
- Antonia Zachariou
University of Roehampton
E-mail Author
ANTONIA ZACHARIOU is a lecturer in early childhood studies in the School of Education, University of Roehampton, London. Antonia initially studied for a BA (Honors) in Education-Primary School Education at the University of Cyprus. She went on to complete an MPhil and a PhD in education (psychology and education) at the Faculty of Education, University of Cambridge. Antonia’s PhD explored the relationship between children’s musical play and self-regulation.
- David Whitebread
University of Cambridge
E-mail Author
DAVID WHITEBREAD is the director of the Centre for Research on Play in Education, Development and Learning at the Faculty of Education, University of Cambridge, UK. He is a developmental psychologist whose research has focused on metacognition and self-regulation in young children, and the roles of play and oral language in its development. His publications include Teaching and Learning in the Early Years (4th Ed. 2015, Routledge) and Developmental Psychology & Early Childhood Education (2012, Sage).
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