<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2631-2581</journal-id>
<journal-title><![CDATA[Revista Ecuatoriana de Neurología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Ecuat Neurol]]></abbrev-journal-title>
<issn>2631-2581</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Médica Ecuatoriana de Neurología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2631-25812019000200037</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La autorregulación en la primera infancia: avances desde la investigación]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulation in early childhood: advances from research]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caffarena Barcenilla]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Barahona]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Educación Máster en Neurociencias y Educación]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Talca Facultad de Psicología Facultad de Ciencias de la Educación]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>28</volume>
<numero>2</numero>
<fpage>37</fpage>
<lpage>49</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2631-25812019000200037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2631-25812019000200037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2631-25812019000200037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existe un robusto cuerpo de literatura que sustenta la importancia de desarrollar las habilidades de autorregulación (memoria de trabajo, atención y control inhibitorio) desde los primeros años, dada la vinculación que tiene tanto con los logros del presente como con el éxito futuro (p.e. adaptación al contexto escolar, logros académicos, participación social). Esta revisión tiene por objetivo sintetizar la información de la investigación neurocientífica en el tema de la autorregulación, entre los años 2000 y 2019, la cual ha aportado información para comprender mejor: (1) los procesos de desarrollo entre los 0 y 8 años, de cada una de estas habilidades mencionadas y (2) algunos de los factores que intervienen en este proceso. Los resultados confirman que tanto la madurez cronológica como las experiencias que tienen los niños, favorecerán el óptimo desarrollo de estas habilidades. Así también, se confirma que cada habilidad tiene su propio proceso y tiempo para emerger y consolidarse, lo que tiene una manifestación conductual y neurológica. En relación con los factores, existen algunos de orden biológico y otros contextuales o sociales que van a influir en cómo estas habilidades se desarrollan y se expresan en la vida cotidiana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A robust body of literature confirms the importance of developing the skills of self-regulation (working memory, attention and inhibitory control) from the early years, considering their impact on the achievements of the present and future success (eg adaptation to the school context, academic achievements, social participation). The aim of this review is to summarize the information on neuroscientific research on the topic of self-regulation, between 2000 and 2019, which has provided information to better understanding: (1) development processes between 0 and 8 years of age, each of these skills mentioned and (2) some of the factors involved in this process. The results confirm that both the chronological maturity and the experiences of the children will favor the optimal development of these skills. Additionally, each skill emerges and takes roots according to its own processes and time frames, turning into behavioral and neurological manifestations. Relevant factors can be either biological or contextual/social that will influence how these skills are developed and expressed in everyday life.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[primera infancia]]></kwd>
<kwd lng="es"><![CDATA[desarrollo]]></kwd>
<kwd lng="es"><![CDATA[neurociencia cognitiva.]]></kwd>
<kwd lng="en"><![CDATA[Self-regulation]]></kwd>
<kwd lng="en"><![CDATA[early childhood]]></kwd>
<kwd lng="en"><![CDATA[development]]></kwd>
<kwd lng="en"><![CDATA[cognitive neuroscience.]]></kwd>
</kwd-group>
</article-meta>
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