Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 3 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Executive Function | 3 |
| Play | 3 |
| Preschool Children | 3 |
| Intervention | 2 |
| Self Control | 2 |
| Academic Ability | 1 |
| At Risk Persons | 1 |
| Attention | 1 |
| Behavior | 1 |
| Child Development | 1 |
| Cognitive Development | 1 |
| More ▼ | |
Author
Publication Type
| Information Analyses | 3 |
| Journal Articles | 2 |
| Reports - Research | 2 |
| Numerical/Quantitative Data | 1 |
Education Level
| Early Childhood Education | 2 |
| Adult Education | 1 |
| Preschool Education | 1 |
Audience
| Policymakers | 1 |
| Practitioners | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMuir, Rosalyn A.; Howard, Steven J.; Kervin, Lisa – Educational Psychology Review, 2023
This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches to enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search of 20 years of intervention research identified 85 studies that met inclusion criteria. Interventions were…
Descriptors: Preschool Education, Preschool Children, Self Control, Executive Function
Niblock, Jayna; Frolek Clark, Gloria; Crane Vos, Taylor; Lieberman, Deborah; Hunter, Elizabeth G. – Journal of Occupational Therapy, Schools & Early Intervention, 2021
Aim: This article is the second part of a systematic review updates and broadens a previous systematic review (Frolek Clark & Schlabach, 2010) to examine the evidence for of interventions within the scope of occupational therapy practice to enhance cognitive and pre-academic development in young children with or without at-risk factors. This…
Descriptors: Occupational Therapy, Intervention, Preschool Children, At Risk Persons
Download full textBaron, Alex; Evangelou, Maria; Malmberg, Lars-Erik; Melendez-Torres, G. J. – Campbell Collaboration, 2017
Self-regulation, defined as volitional control of attention, behavior, and executive functions for the purposes of goal-directed action is associated with multiple school-related outcomes. Children with robust self-regulation have been shown to more cooperatively participate in classroom activities, sustain focus on tasks and exhibit reduced…
Descriptors: Self Control, Attention, Behavior, Executive Function
