Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten

Clancy Blair ^[1] ; Rachel Peters Razza ^[1]
1. [1] Pennsylvania State University
  
  Pennsylvania State University
  
  Borough of State College, Estados Unidos
Localización: Child development, ISSN 0009-3920, Vol. 78, Nº. 2, 2007, págs. 647-663
Idioma: inglés
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Resumen
- This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.