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…

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…

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.…

Recent research has demonstrated that social responsiveness (comprised of social awareness, social information processing, reciprocal social communication, social motivation, and repetitive/restricted interests) is continuously distributed within the general population. In the present study, we consider temperament as a co-occurring source of…

This longitudinal study examined individual differences and correlates of focused attention when toddlers were approximately 18 months old (T1; n = 256) and a year later (T2; n = 230). Toddlers' attention and negative emotionality were reported by mothers and non-parental caregivers and rated globally by observers. Toddlers' focused attention also…