School readiness and self-regulation: A developmental psychobiological approach

Research output: Contribution to journalArticle

Abstract

Research on the development of self-regulation in young children provides a unifying framework for the study of school readiness. Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school. A focus on readiness as self-regulation does not supplant interest in the development of acquired ability, such as early knowledge of letters and numbers; it sets the stage for it. In this article, we review research and theory indicating that self-regulation and consequently school readiness are the product of integrated developmental processes at the biological and behavioral levels that are shaped by the contexts in which development is occurring. In doing so, we illustrate the idea that research on self-regulation powerfully highlights ways in which gaps in school readiness and later achievement are linked to poverty and social and economic inequality and points the way to effective approaches to counteract these conditions.

Original languageEnglish (US)
Pages (from-to)711-731
Number of pages21
JournalAnnual Review of Psychology
Volume66
DOIs
StatePublished - Jan 1 2015

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Aptitude
Research
Biological Phenomena
Social Adjustment
Poverty
Economics
Self-Control
Self-regulation
Learning
Letters
Young children

Keywords

  • Education
  • Executive functions
  • Inequality
  • Poverty
  • School readiness
  • Self-regulation

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Psychology(all)

Cite this

School readiness and self-regulation : A developmental psychobiological approach. / Blair, Clancy; Cybele Raver, C.

In: Annual Review of Psychology, Vol. 66, 01.01.2015, p. 711-731.

Research output: Contribution to journalArticle

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