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Direct linkAnsari, Arya – Infant and Child Development, 2017
Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only…
Descriptors: Social Development, Emotional Development, Multigraded Classes, Executive Function
Slot, Pauline Louise; Mulder, Hanna; Verhagen, Josje; Leseman, Paul P. M. – Infant and Child Development, 2017
The preschool period is marked by rapid growth of children's self-regulation and related executive functions. Self-regulation is considered an important aspect of school readiness and is related to academic and social--emotional outcomes in childhood. Pretend play, as part of the early childhood curriculum, is hypothesized to support…
Descriptors: Preschool Children, Self Control, Cognitive Development, Executive Function
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
Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine; Wyatt, Todd M. – Infant and Child Development, 2014
Starting on positive trajectories at school entry is important for children's later academic success. Using partial least squares, we sought to specify interrelations among all theory-based components of social-emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context.…
Descriptors: Social Development, Emotional Development, Executive Function, School Readiness
Röthlisberger, Marianne; Neuenschwander, Regula; Cimeli, Patriza; Michel, Eva; Roebers, Claudia M. – Infant and Child Development, 2012
Research suggests a central role of executive functions for children's cognitive and social development during preschool years, especially in promoting school readiness. Interventions aiming to improve executive functions are therefore being called for. The present study examined the effect of a small group intervention implemented in kindergarten…
Descriptors: Foreign Countries, Preschool Children, Kindergarten, Executive Function
