The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure : Promotion of Self-Regulation in School
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Abstract
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.