Chapter 4: Executive Function,Behavioral Self-Regulation,And Social-Emotional Competence: Links to School Readiness

Each year, hundreds of thousands of children in the United States move from preschool to a more structured kindergarten environment, a transition that can be stressful and emotionally challenging for children who have not mastered the skills needed to thrive in formal schooling. Kindergartners who enter school without adequate social and self-regulatory skills are at significantly greater risk for difficulties, including peer rejection and low academic achievement. Moreover, teachers report that children begin school with differing levels of skills critical for success (Lin, Lawrence, & Gorrell, 2003). In one study, 46% of teachers reported at least half of children entering kindergarten lacked basic competencies needed to do well in school, such as following directions, working independently, and having adequate academic skills (Rimm-Kaufman, Pianta, & Cox, 2000). There is strong evidence that learning-related skills (including executive function, behavioral self-regulation, and social-emotional competence), predict early academic achievement and are found in resilient children (Blair, 2002; McClelland, Morrison, & Holmes, 2000; NICHD, 2003). Thus, it is likely that promoting learning-related skills in preschoolers will prepare them for a more successful transition to kindergarten.