STUDY 3
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
C. Blair and C.C. Raver, Annual Review of Psychology, Vol 66, (2015)
In this review, Blair and Raver survey research that indicates how self-regulation, and consequently school readiness, are products of integrated developmental processes shaped by the contexts in which development occurs. Self-regulation - becoming aware of, and in control of, one's thoughts, emotions and behaviour - has a crucial role in successful learning, so the development of self-regulation in young children is essential for "school readiness".
Children's experiences
The authors address five key aspects that are summarised in this report: executive functions, motivation, self-regulation and language, interventions and early disadvantage.
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