Format

Send to

Choose Destination
See comment in PubMed Commons below
Am Psychol. 2002 Feb;57(2):111-27.

School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

Author information

  • 1Department of Human Development and Family Studies, Pennsylvania State University, S110 Henderson South, University Park, PA 16802-6504, USA. cbb11@psu.edu

Abstract

The author examines the construct of emotionality, developmental relations between cognition and emotion, and neural plasticity and frontal cortical functioning and proposes a developmental neurobiological model of children's school readiness. Direct links are proposed among emotionality, use-dependent synaptic stabilization related to the prefrontal cortex, the development of executive function abilities, and academic and social competence in school settings. The author considers research on the efficacy of preschool compensatory education in promoting school readiness and recommends that programs expand to include curricula directly addressing social and emotional competence. Research should focus on the ontogeny of self-regulation and successful adaptation to the socially defined role of student, the development of prevention research programs to reflect this orientation, and interdisciplinary collaborations that integrate scientific methods and questions in the pursuit of comprehensive knowledge of human developmental processes.

PMID:
11899554
[PubMed - indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for American Psychological Association
    Loading ...
    Support Center