The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure

Alexandra Ursache, Clancy Blair, C. Cybele Raver

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)122-128
Number of pages7
JournalChild Development Perspectives
Volume6
Issue number2
DOIs
StatePublished - Jun 2012

Fingerprint

school readiness
self-regulation
Emotions
promotion
Executive Function
emotion
school
Physiological Stress
Aptitude
Mental Competency
Cognition
regulation
cognition
stimulus
childhood
Self-Control
ability
interaction

Keywords

  • Executive functions; emotion regulation; self-regulation; school readiness

ASJC Scopus subject areas

  • Life-span and Life-course Studies
  • Developmental and Educational Psychology
  • Pediatrics, Perinatology, and Child Health

Cite this

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