The development of self-regulation represents one of the hallmarks in early childhood. This special issue addresses important questions regarding the assessment and development of self-regulation, as well as influencing factors in early childhood: (1) How can self-regulation be assessed in early childhood? (2) How can parents support the development of self-regulation at this age? (3) How do parent and child beliefs contribute to the development of self-regulation in young children? Targeting the first question, Mulder et al., Metacognition and Learning (2019) explore the dynamics of self-control strategies during delay of gratification in two- and three-year-old children. Neale and Whitebread, Metacognition and Learning (2019) emphasize the second question by analysing the stability of maternal scaffolding across toys and time with 12 to 24 month old infants and its relation to effortful control. Gärtner et al., Metacognition and Learning, 13(3), 241-264 (2018) contribute to the second and third question with their work on the relation of parents’ self-efficacy beliefs and co-regulation behaviour to child inhibitory control in two-year-old toddlers. The third question is also addressed by Compagnoni et al., Metacognition and Learning (2019), who report on the validation of a self-report instrument for assessing mindsets in kindergartners and its relation to self-regulation. The commonalities and differences among the four papers, and their empirical and theoretical contributions to the rising field of self-regulation research in early childhood are discussed by Claire Hughes, Metacognition and Learning (2019) and Nancy Perry, Metacognition and Learning (2019). This special issue constitutes an important step towards an understanding of the interplay of self-regulation with child and parent characteristics in early childhood.

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幼儿的自我调节和共同调节–发展，评估和支持因素

自我调节的发展是幼儿期的标志之一。本期专刊探讨了有关自我调节的评估和发展以及幼儿期影响因素的重要问题：（1）如何在幼儿期评估自我调节？（2）父母如何在这个年龄段支持自我调节的发展？（3）父母和孩子的信仰如何促进幼儿自我调节的发展？针对第一个问题，Mulder等人，《元认知与学习》（Metacognition and Learning，2019）探索了两岁和三岁儿童满足感延迟期间自我控制策略的动态变化。尼尔和白面包，元认知与学习（2019）通过分析12至24个月大婴儿的母亲脚手架跨玩具和时间的稳定性及其与努力控制的关系来强调第二个问题。Gärtner等人，Metacognition and Learning，13（3），241-264（2018）提出了第二个和第三个问题，研究了父母的自我效能感信念和共调节行为与儿童抑制控制的关系。两岁的小孩。第三个问题也由Compagnoni等人（元认知和学习）解决。（2019），他报告了一种用于评估幼儿园儿童心态的自我报告工具的有效性及其与自我调节的关系。克莱尔·休斯（Claire Hughes），元认知与学习（2019）和南希·佩里（Nancy Perry），元认知与学习（2019）讨论了这四篇论文之间的共性和差异，以及它们对幼儿自我调节研究领域不断发展的经验和理论贡献。这一特刊构成了迈向了解幼儿早期自我调节与孩子和父母特征的相互作用的重要一步。