In their study, Frick et al. (2018) empirically determine that maternal sensitivity and sustained attention are important predictors of emotional development in newborns. Along with the infant’s temperament, the care environment is a significant aspect that determines the strengthening of cognitive skills at the initial stage of life. This suggests that with due attention to the child and compliance with the necessary interaction measures, the newborn’s behavior can be successfully regulated. These findings prove a direct correlation between the variables under consideration and are reinforced by the arguments given by Firk et al. (2018). According to the authors, adolescent mothers do not tend to exhibit the same sensitivity as older mothers (Firk et al., 2018). This, in turn, is a prerequisite for slower cognitive development in newborns. Therefore, when planning the care environment, it is essential to pay special attention to the behavioral aspects exhibited by infants and to match individual traits with those characteristic of specific interaction methods. Therefore, one can speak of the importance of both intrinsic and extrinsic factors influencing the development of unique behavioral traits and self-regulation in neonates. The reason is the proven nature of the impact of the care environment on infants’ developmental traits.
Marulis and Nelson (2021) analyze the nature of metacognition and argue that the relevant knowledge and skills associated with this phenomenon are prerequisites for specific behavioral aspects, namely motivation and execution, in preschoolers. By acquiring and honing the necessary attainments related to interaction with the outside world, children learn to distinguish between specific requests and categorize skills in accordance with their area of application. This, in turn, allows adults to control and guide children’s behavior, which is particularly true at an early age. The idea of a positive impact of metacognition on preschoolers’ performance and executive abilities is actively discussed in the academic community. The findings of a stronger association between age and task complexity deserve particular attention (Marić & Sakač, 2018). The older a preschooler gets, the more he or she depends on a set of metacognitive skills acquired at an earlier age. While taking into account this thesis, it is also essential to note that the self-development of relevant skills during preschool age is a significant factor (Dörr & Perels, 2019). The more the preschooler is involved in activities that stimulate independent thought processes, the more likely the child is to perform more complex tasks at an older age.
Wu et al. (2020) assess the importance of social-emotional learning in early childhood and provide research evidence supporting the value of helping preschoolers review and assimilate appropriate behavioral patterns. The authors mention empathy, open communication, and some other skills that are developed by involving children in special education programs and teaching them how to behave (Wu et al., 2020). Based on these data, the conclusion can be drawn that the child becomes socially competent not on one’s own but through the help of adults who direct preschoolers’ cognitive processes in the right direction. In addition, according to White et al. (2017), today, educators can apply a wide range of educational programs designed to interact with children from different social backgrounds, which increases the value of such activities. The more children communicate with each other and learn about others’ problems, difficulties, or experiences, the faster they adopt the necessary behavioral patterns and models to apply by themselves. This communication allows them to better perceive the features of the world around them and the barriers they mace face further. For a preschooler, these skills are a critical prerequisite for normal adaptation to future life and participation in a wider range of social institutions.
References
Dörr, L., & Perels, F. (2019). Improving metacognitive abilities as an important prerequisite for self-regulated learning in preschool children. International Electronic Journal of Elementary Education, 11(5), 449-459.
Firk, C., Konrad, K., Herpertz-Dahlmann, B., Scharke, W., & Dahmen, B. (2018). Cognitive development in children of adolescent mothers: The impact of socioeconomic risk and maternal sensitivity. Infant Behavior and Development, 50, 238-246. Web.
Frick, M. A., Forslund, T., Fransson, M., Johansson, M., Bohlin, G., & Brocki, K. C. (2018). The role of sustained attention, maternal sensitivity, and infant temperament in the development of early self‐regulation. British Journal of Psychology, 109(2), 277-298. Web.
Marić, M., & Sakač, M. (2018). Metacognitive components as predictors of preschool children’s performance in problem-solving tasks. Psihologija, 51(1), 1-16. Web.
Marulis, L. M., & Nelson, L. J. (2021). Metacognitive processes and associations to executive function and motivation during a problem-solving task in 3-5 year olds. Metacognition and Learning, 16(1), 207-231.
White, A., Moore, D. W., Fleer, M., & Anderson, A. (2017). A thematic and content analysis of instructional and rehearsal procedures of preschool social emotional learning programs. Australasian Journal of Early Childhood, 42(3), 82-91.
Wu, M. Y. H., Alexander, M. A., Frydenberg, E., & Deans, J. (2020). Early childhood social-emotional learning based on the Cope-Resilience program: Impact of teacher experience. Issues in Educational Research, 30(2), 782-807.