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Direct linkCaporaso, Jessica S.; Boseovski, Janet J.; Marcovitch, Stuart – Infant and Child Development, 2019
The present study explored the role of three components of executive function (EF)--response inhibition, working memory, and cognitive flexibility--in preschool children's social competence. Each component was expected to contribute uniquely to children's abilities to resolve peer conflict in a competent manner, namely, the inhibition of…
Descriptors: Executive Function, Preschool Children, Interpersonal Competence, Role
Martarelli, Corinna S.; Feurer, Emanuel; Dapp, Laura C.; Roebers, Claudia M. – Infant and Child Development, 2018
Whether a child is ready for school is of interest for different parties involved. With a person-centred approach, the present study examined 123 kindergarteners (59 girls, 64 boys) regarding their early executive functions and social skills profiles. Children were 6-7 years of age at the first measurement point (M = 6; 6, SD = 4.22, range = 5;…
Descriptors: Executive Function, Interpersonal Competence, School Readiness, Kindergarten
Son, Seung-Hee Claire; Chang, Young Eun – Infant and Child Development, 2018
The current study examined whether young children's executive functions and emotionality are related to childcare experiences and whether they work as mediators explaining the associations between childcare experiences and early school outcomes. Findings from a national sample of the National Institute of Child Health and Human Development (NICHD)…
Descriptors: Child Care, Outcomes of Education, Executive Function, Interpersonal Competence
Huyder, Vanessa; Nilsen, Elizabeth S.; Bacso, Sarah A. – Infant and Child Development, 2017
Learning to behave in socially competent ways is an essential component of children's development. This study examined the relations between children's social, communicative, and cognitive skills and their behaviours during a cooperative task, as well as how these relationships change at different ages. Early school-age (5-8 years old) and middle…
Descriptors: Correlation, Executive Function, Theory of Mind, Child Development
Korucu, Irem; Selcuk, Bilge; Harma, Mehmet – Infant and Child Development, 2017
It is argued that self-regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self-regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self-regulation and their similarities…
Descriptors: Foreign Countries, Self Control, Social Behavior, Executive Function
Lengua, Liliana J.; Zalewski, Maureen; Fisher, Phil; Moran, Lyndsey – Infant and Child Development, 2013
The effects of low income on children's adjustment might be accounted for by disruptions to hypothalamic-pituitary-adrenal (HPA)-axis activity and to the development of effortful control. Using longitudinal data and a community sample of preschool-age children (N?=?306, 36-39?months) and their mothers, recruited to over-represent low-income…
Descriptors: Longitudinal Studies, Family Income, Physiology, Preschool Children
Bassett, Hideko Hamada; Denham, Susanne; Wyatt, Todd M.; Warren-Khot, Heather Kiernan – Infant and Child Development, 2012
To aid in understanding preschoolers' self-regulation and refinement of measurement, we examined properties of a field-based assessment battery of preschooler's self-regulation, the Preschool Self-regulation Assessment (PSRA). The PSRA, which includes seven age-appropriate tasks that tap children's executive control, was administered to 313…
Descriptors: Preschool Children, Self Control, Executive Function, School Readiness
