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Aurélien Frick – Child Development Perspectives, 2025
The development of executive function (EF) has been linked to various life outcomes, motivating intense research on the topic. While much of this research has focused on more thoroughly understanding age-related changes of the underlying neurocognitive mechanisms involved, recent theoretical and empirical works have stressed how the immediate…
Descriptors: Executive Function, Cognitive Development, Child Development, Social Environment
Jessica M. Cassidy; Michael T. Willoughby – Child Development Perspectives, 2025
Early childhood is characterized by rapid increases in both motor skills and executive function skills. Rather than simply codeveloping, the development of motor and executive function skills may be linked causally. In this article, we introduce corticomuscular coherence as a paradigm for psychologists interested in testing mechanistic questions…
Descriptors: Early Childhood Education, Psychomotor Skills, Executive Function, Skill Development
Ibbotson, Paul – Journal of Cognition and Development, 2023
This developmental account of executive function (EF) argues that domain-general analogical processes build a functional hierarchy of skills, which vary on a continuum of abstraction, and become increasingly differentiated over time. The paper begins by showing how a functional hierarchy can capture important aspects of EF development, including…
Descriptors: Executive Function, Skill Development, Child Development, Logical Thinking
Zelazo, Philip David; Carlson, Stephanie M. – Journal of Cognition and Development, 2023
Executive function (EF) skills are a set of attention-regulation skills involved in intentional, goal-directed behavior that include (but are not limited to) the cool EF skills of working memory, cognitive flexibility, and inhibitory control, and also the hot EF skill of intentional reevaluation. These skills are inevitably expressed in goal- and…
Descriptors: Executive Function, Short Term Memory, Cognitive Processes, Inhibition
Segal, Aviva; Collin-Vézina, Delphine – Canadian Journal of School Psychology, 2019
The influence of adverse childhood experiences (ACEs) on the developing child across several domains of functioning has much theoretical and empirical support. Yet, surprisingly, the impact of ACEs on the development of language skills specifically remains somewhat understudied. The present report provides a brief review of research on ACEs and…
Descriptors: Trauma, Language Skills, Intervention, Child Development
Lindsey Engle Richland; Hongyang Zhao – Grantee Submission, 2023
Measurement of the building blocks of everyday thought must capture the range of different ways that humans may train, develop, and use their cognitive resources in real world tasks. Executive Function as a construct has been enthusiastically adopted by cognitive and education sciences due to its theorized role as an underpinning of, and…
Descriptors: Executive Function, Schemata (Cognition), Measurement Techniques, Scores
An, Christopher Joseph – Educational Philosophy and Theory, 2020
Compared with children, adults are widely assumed to possess more mature moral understanding thus justifying deference to their moral authority and testimony. This paper examines philosophical discussions regarding this child-adult moral relation and its implications for moral education, particularly accounts suggesting that the moral status of…
Descriptors: Moral Values, Moral Development, Educational Philosophy, Children
McClelland, Megan M.; Cameron, Claire E.; Dahlgren, Jessica – Grantee Submission, 2019
Self-regulation has been established as a key mechanism associated with a variety of outcomes, including school readiness (Blair & Razza, 2007; McClelland, Cameron, Connor, et al., 2007; Morrison, Ponitz, & McClelland, 2010), academic achievement (Cameron Ponitz, McClelland, Matthews, & Morrison, 2009; Duckworth, Tsukayama, & May,…
Descriptors: Self Management, Young Children, Child Development, Socioeconomic Influences
Bodrova, Elena; Leong, Deborah J. – American Journal of Play, 2019
Although most early-childhood educators agree on the value of play in child development, they find it increasingly harder to advocate for play given today's pressure for academic achievement. Using the theoretical work of Lev Vygotsky, the authors discuss how make-believe play among children helps them develop skills critical for success in school…
Descriptors: Play, Child Development, Imagination, Skill Development
Mary Helen Immordino-Yang; Linda Darling-Hammond; Christina R. Krone – Educational Psychologist, 2019
New advances in neurobiology are revealing that brain development and the learning it enables are directly dependent on social-emotional experience. Growing bodies of research reveal the importance of socially triggered epigenetic contributions to brain development and brain network configuration, with implications for social-emotional…
Descriptors: Brain, Cognitive Development, Social Development, Emotional Development
Gottschalk, Francesca – OECD Publishing, 2019
Children in the 21st century are avid users of technology--more so than generations past. This rise in use has led to much attention on the consequences of technology use, and how this impacts children's brains and their socio-emotional, cognitive and physical development. Much of the research in these fields, especially brain-based research, is…
Descriptors: Influence of Technology, Children, Brain, Well Being
Barr, Donald A. – Phi Delta Kappan, 2018
Many kindergarten teachers have encountered children who enter school lacking the ability to control their behavior, but they may not understand the social and biological processes behind these children's disruptive behavior. The author reviews research into early childhood brain development to explain how trauma and chronic stress can make it…
Descriptors: Trauma, Kindergarten, Interference (Learning), Self Control
Bodrova, Elena; Germeroth, Carrie; Leong, Deborah J. – American Journal of Play, 2013
The authors consider the analysis of the literature on play research by Lillard and others in the January 2013 "Psychological Bulletin," an analysis that questioned the prevailing assumption of a causal relationship between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of…
Descriptors: Play, Metacognition, Sociocultural Patterns, Attribution Theory
Berk, Laura E.; Meyers, Adena B. – American Journal of Play, 2013
The authors discuss the association between make-believe play and the development of executive-function (EF) skills in young children. Some forty years ago, Lev S. Vygotsky first proposed that make-believe fosters the development of symbolic thought and self-regulation. Since then, a small body of research has produced evidence of an association…
Descriptors: Play, Executive Function, Young Children, Child Development
Center on the Developing Child at Harvard University, 2016
The creation of this document has been driven by an intensive review process by the National Scientific Council on the Developing Child and the National Forum on Early Childhood Policy and Programs to assure the credibility of its scientific content. Over the past 12 years, the Council's ongoing work to bring science to bear on public policies for…
Descriptors: Best Practices, Public Policy, Child Development, Young Children
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