Children’s Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section
Abstract Children’s executive functions, encompassing inhibitory control, working memory and attention are vital for their self-regulation. With the transition to formal schooling, children need to learn to manage their emotions and behavior in a new and complex social environment that with age incr...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
van Lier, Pol A. C. [verfasserIn] Deater-Deckard, Kirby [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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| Übergeordnetes Werk: |
Enthalten in: Journal of abnormal child psychology - Dordrecht [u.a.] : Springer Science + Business Media B.V., 1973, 44(2015), 1 vom: 21. Dez., Seite 1-6 |
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| Übergeordnetes Werk: |
volume:44 ; year:2015 ; number:1 ; day:21 ; month:12 ; pages:1-6 |
| Links: |
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| DOI / URN: |
10.1007/s10802-015-0113-9 |
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| 520 | |a Abstract Children’s executive functions, encompassing inhibitory control, working memory and attention are vital for their self-regulation. With the transition to formal schooling, children need to learn to manage their emotions and behavior in a new and complex social environment that with age increases in the intensity of social interactions with peers and teachers. Stronger executive functions skills facilitate children’s social development. In addition, new experiences in the social environments of school also may influence executive function development. The focus of this special section is on this potential impact of elementary school social experiences with peers and teacher on the development of children’s executive functions. The collection of papers encompass various aspects of peer and teacher social environments, and cover broad as well as specific facets and measures of executive functions including neural responses. The collection of papers sample developmental periods that span preschool through mid-adolescence. In this introduction, we summarize and highlight the main findings of each of the papers, organized around social interactions with peers and interactions with teachers. We conclude our synopsis with implications for future research, and a specific focus on prevention and intervention. | ||
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van Lier, Pol A. C. |
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Children’s Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section |
| abstract |
Abstract Children’s executive functions, encompassing inhibitory control, working memory and attention are vital for their self-regulation. With the transition to formal schooling, children need to learn to manage their emotions and behavior in a new and complex social environment that with age increases in the intensity of social interactions with peers and teachers. Stronger executive functions skills facilitate children’s social development. In addition, new experiences in the social environments of school also may influence executive function development. The focus of this special section is on this potential impact of elementary school social experiences with peers and teacher on the development of children’s executive functions. The collection of papers encompass various aspects of peer and teacher social environments, and cover broad as well as specific facets and measures of executive functions including neural responses. The collection of papers sample developmental periods that span preschool through mid-adolescence. In this introduction, we summarize and highlight the main findings of each of the papers, organized around social interactions with peers and interactions with teachers. We conclude our synopsis with implications for future research, and a specific focus on prevention and intervention. |
| abstractGer |
Abstract Children’s executive functions, encompassing inhibitory control, working memory and attention are vital for their self-regulation. With the transition to formal schooling, children need to learn to manage their emotions and behavior in a new and complex social environment that with age increases in the intensity of social interactions with peers and teachers. Stronger executive functions skills facilitate children’s social development. In addition, new experiences in the social environments of school also may influence executive function development. The focus of this special section is on this potential impact of elementary school social experiences with peers and teacher on the development of children’s executive functions. The collection of papers encompass various aspects of peer and teacher social environments, and cover broad as well as specific facets and measures of executive functions including neural responses. The collection of papers sample developmental periods that span preschool through mid-adolescence. In this introduction, we summarize and highlight the main findings of each of the papers, organized around social interactions with peers and interactions with teachers. We conclude our synopsis with implications for future research, and a specific focus on prevention and intervention. |
| abstract_unstemmed |
Abstract Children’s executive functions, encompassing inhibitory control, working memory and attention are vital for their self-regulation. With the transition to formal schooling, children need to learn to manage their emotions and behavior in a new and complex social environment that with age increases in the intensity of social interactions with peers and teachers. Stronger executive functions skills facilitate children’s social development. In addition, new experiences in the social environments of school also may influence executive function development. The focus of this special section is on this potential impact of elementary school social experiences with peers and teacher on the development of children’s executive functions. The collection of papers encompass various aspects of peer and teacher social environments, and cover broad as well as specific facets and measures of executive functions including neural responses. The collection of papers sample developmental periods that span preschool through mid-adolescence. In this introduction, we summarize and highlight the main findings of each of the papers, organized around social interactions with peers and interactions with teachers. We conclude our synopsis with implications for future research, and a specific focus on prevention and intervention. |
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Children’s Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section |
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Deater-Deckard, Kirby |
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10.1007/s10802-015-0113-9 |
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