This special issue on early self- and co-regulation addresses a topic that is founded on a rich mix of theoretical perspectives, including self-determination theory, socio-cultural theory, attachment theory and artificial intelligence. Reflecting this diversity, the papers adopt a diverse range of approaches to cutting-edge questions regarding self- and co-regulation. At the same time, the papers share a number of common themes, of which the first is a downwards expansion of the developmental scope of existing research on children’s ability to delay gratification to encompass findings from infants and toddlers. A second common theme is a careful attention to issues of ecological validity. Alongside these commonalities, the papers also show complementarity in their focus on the parent or the child. In this commentary I seek to identify both common and specific strengths and limitations and offer suggestions regarding fruitful avenues for future research in this field.

中文翻译：

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父母如何引导孩子走向“玩耍学习”？在幼儿期自我调节和共同调节特刊中对四项研究的思考

这本关于早期自我监管和共同监管的特刊探讨了一个以多种理论视角为基础的话题，包括自决理论，社会文化理论，依恋理论和人工智能。为了反映这种多样性，论文采用了多种方法来解决有关自我调节和共同调节的前沿问题。同时，这些论文有许多共同的主题，其中第一个主题是对儿童延迟满足能力的现有研究的发展范围的向下扩展，以涵盖婴幼儿的发现。第二个共同主题是认真关注生态有效性问题。除了这些共同点外，这些论文在侧重于父母或孩子方面也显示出互补性。