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"No-o-o-o Peeking": Preschoolers' Executive Control, Social Competence, and Classroom Adjustment
Susanne A Denham1, Hideko H Bassett1, Yana S Sirotkin1
1George Mason University, Fairfax, Virginia.
Journal of Research in Childhood Education : JRCE
|July 14, 2015
Summary
This study shows hot executive control (HEC) predicts social skills, while cool executive control (CEC) predicts classroom adjustment in preschoolers. Executive functions develop differently based on age, socioeconomic status, and gender.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Early Childhood Education
Background:
- Executive control is crucial for preschool success.
- Two facets exist: cool executive control (CEC) and hot executive control (HEC).
- CEC is affectively neutral, slow-acting, and develops later; HEC is emotional, fast-acting, and develops earlier.
Purpose of the Study:
- To assess how CEC and HEC predict social competence and classroom adjustment.
- To examine age, socioeconomic risk, and gender differences in CEC and HEC.
- To understand the distinct roles of CEC and HEC in preschool adjustment.
Main Methods:
- Directly assessed executive control tasks in 287 preschoolers (ages 3-5).
- Collected teacher reports on social competence and classroom adjustment.
- Analyzed data considering child's age, socioeconomic risk, and gender.
Main Results:
- Executive control aspects varied by age, socioeconomic risk, and gender.
- Older children and those from higher socioeconomic backgrounds performed better on CEC.
- Girls outperformed boys on HEC; HEC predicted social competence, CEC predicted classroom adjustment.
Conclusions:
- HEC is vital for social competence, while CEC is key for classroom adjustment.
- Executive control development is influenced by multiple factors.
- Findings inform targeted interventions and curriculum development for early childhood education.
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