Author: Ursache, Alexandra; Blair, Clancy; Raver, C. Cybele
Description: This article reviews the literature on self-regulation and the development of school readiness and academic competence in early childhood. It focuses on relations between the development of cognitive aspects of regulation-referred to as executive functions and defined as abilities used to regulate information and to organize thinking in goal-directed activities-and the development of reactivity and regulation in stimulus-driven emotion, attention, and physiological stress response systems. It examines a bidirectional model of cognition-emotion interaction in the development of self-regulation in which top-down executive control of thought and behavior develops in reciprocal and interactive relation to bottom-up influences of emotion and stress reactivity. The bidirectional model is examined within the context of innovative preschool interventions designed to promote school readiness by promoting the development of self-regulation.
Subject headings: Emotion regulation; Executive functions; School readiness; Self-regulation; Preschool
Publication year: 2012
Journal or book title: Child Development Perspectives
Volume: 6
Issue: 2
Pages: 122-128
Find the full text: https://www.strategian.com/fulltext/Ursache2012.pdf
Find more like this one (cited by): https://scholar.google.com/scholar?cites=10265482265760270750&as_sdt=5,26&sciodt=0,26&hl=en
Serial number: 3366