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 journalReview article


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
Issue number2
StatePublished - Jun 1 2012



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

ASJC Scopus subject areas

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

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