RESEARCH FINDINGS: The aim of this research was to delineate developmental processes that contribute to early school success. To achieve this aim, we examined emotion regulation, executive functioning, emotion knowledge, and metacognition at ages three and four as distal and proximal predictors of age five achievement and school adjustment in a sample of 263 children (42% non-White). We also explored mediational pathways among these four processes in the prediction of the age five outcomes. Results revealed that all four processes affect achievement and school adjustment, but in different ways, with executive functioning emerging as a key predictor. PRACTICE OR POLICY: Executive functioning was found to be a key factor in predicting achievement and school performance in the kindergarten year. This finding provides support for the development of executive functioning training programs that can be applied in the preschool classroom, particularly for promoting reading development. However, additional emphasis should be placed on both cognitive and emotional processes in the preschool years, to promote optimal development.
RESEARCH FINDINGS: The aim of this research was to delineate developmental processes that contribute to early school success. To achieve this aim, we examined emotion regulation, executive functioning, emotion knowledge, and metacognition at ages three and four as distal and proximal predictors of age five achievement and school adjustment in a sample of 263 children (42% non-White). We also explored mediational pathways among these four processes in the prediction of the age five outcomes. Results revealed that all four processes affect achievement and school adjustment, but in different ways, with executive functioning emerging as a key predictor. PRACTICE OR POLICY: Executive functioning was found to be a key factor in predicting achievement and school performance in the kindergarten year. This finding provides support for the development of executive functioning training programs that can be applied in the preschool classroom, particularly for promoting reading development. However, additional emphasis should be placed on both cognitive and emotional processes in the preschool years, to promote optimal development.
Entities:
Keywords:
Achievement; Cognition; Emotion; School success
Authors: Jacob E Attell; Charles Rose; Jeanne Bertolli; Kim Kotzky; Jane Squires; Nevin K Krishna; Ashley Satterfield-Nash; Georgina Peacock; Isabela Ornelas Pereira; Ana Carolina Faria E Silva Santelli; Camille Smith Journal: Infants Young Child Date: 2020-06
Authors: Alexandra Ursache; Kathleen Kiely Gouley; Spring Dawson-McClure; R Gabriela Barajas-Gonzalez; Esther J Calzada; Keith S Goldfeld; Laurie M Brotman Journal: Child Dev Date: 2020-08-31