ERIC Number: EJ1129287
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Pathways to School Readiness: Executive Functioning Predicts Academic and Social-Emotional Aspects of School Readiness
Mann, Trisha D.; Hund, Alycia M.; Hesson-McInnis, Matthew S.; Roman, Zachary J.
Mind, Brain, and Education, v11 n1 p21-31 Mar 2017
The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social-emotional indicators of school readiness. It was unique in focusing on positive aspects of social-emotional readiness, rather than problem behaviors. One hundred four 3-5-year-old children completed tasks measuring executive functioning, social-emotional readiness, academic readiness, and vocabulary. As expected, age predicted executive functioning components and social-emotional readiness. Moreover, working memory and inhibitory control directly predicted academic readiness, whereas delay of gratification predicted social-emotional readiness. Working memory and inhibitory control predicted delay of gratification, consistent with the notion that simpler executive functions may set the stage for more complex executive functions. Interestingly, social-emotional readiness predicted academic readiness. These findings confirm that hot and cool aspects of executive functioning are related to social-emotional and academic school readiness.
Descriptors: Executive Function, School Readiness, Social Development, Emotional Development, Young Children, Vocabulary, Age Differences, Predictor Variables, Short Term Memory, Inhibition
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Publication Type: Journal Articles; Reports - Research
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