Emotional Competence, Behavioural Patterning, and Executive Functions

Autor/inn/en	Mohtasham, Mandana K.; Patterson, Allyson B.; Vennergrund, Katherine C.; Chen, Eileen; Pasnak, Robert
Titel	Emotional Competence, Behavioural Patterning, and Executive Functions
Quelle	In: Early Child Development and Care, 189 (2019) 10, S.1647-1656 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Eileen) ORCID (Pasnak, Robert) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1403434
Schlagwörter	Executive Function; Emotional Development; Interpersonal Competence; Behavior Patterns; Pattern Recognition; Correlation; Preschool Children; Comparative Analysis; Cognitive Development; Statistical Analysis; Pretests Posttests; Measures (Individuals) + Suchen Sie Ihr Suchwort? Gefühlsbildung; Interpersonale Kompetenz; Mustererkennung; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Statistische Analyse; Messdaten
Abstract	The importance of social-emotional competence, executive functioning, and behavioural recognition of patterns by young children is receiving increased attention from researchers, schools, parents, and teachers due to the beneficial outcomes of children who have skills in each. This paper presents studies of the correlations between these variables in the fall and again in the spring of a preschool year, and culminates in a time-lagged comparison of the relationships between these skills during one preschool year. The most clear-cut findings were (1) that there is a successive, but not simultaneous, relation between emotional development and behavioural patterning, and (2) that the ability to inhibit natural responses is a forerunner to emotional development. [For the corresponding grantee submission, see ED580978.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01