Self-Regulation of Learning in Child Education
Maély Ferreira Holanda Ramos, Maria Roberta Miranda Furtado, Andrea Lobato Couto, Emmanuelle Pantoja Silva, Enizete Andrade Ferreira

Abstract
The study on human behavior has attracted several researchers from psychology and education areas, highlighting Albert Bandura with the Social Cognitive Theory. This theory explains the human behavior, starting with an individual and his relations with his context, being able to act intentionally, with anticipation, through self-regulation processes. It is understood that self-regulation of learning may aid in the development of new ways of learning. This article aims to identify promotion factors of self-regulation of learning in children on Child Education level. It is an exploratory and descriptive research, with qualitative approach. The sample was given through convenience criteria involving 239 students and 10 teachers, in Child Education level, in the city of Breves/Pará/Brazil. The results indicated that the earlier self-regulation strategies are introduced in the school life of the individual, from activities involving the children development, greater are the possibilities of success in the school and individual every day.

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