Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure
Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure
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DOI：
10.1017/s0954579408000436
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发表时间：
2008-06-01
影响因子：
3.3
通讯作者：
Diamond, Adele
中科院分区：
文献类型：
--
作者：
Blair, Clancy;Diamond, Adele
本文研究了生物和社会对幼儿自我调节发展的影响之间的相互关系，并考虑了这些相互关系对促进自我调节和积极适应学校的影响。情绪发展和情绪调节过程被视为影响和受执行认知功能发展的影响，包括工作记忆、抑制控制和心理灵活性，这些功能对注意力和行为的努力调节很重要。发展自我调节被进一步理解为反映了情绪唤醒和认知调节过程之间的新兴平衡。早期儿童教育计划有效地将情感和动机唤醒与旨在锻炼和促进执行功能的活动联系起来，可以有效地增强自我调节、入学准备和学业成功。
This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success.