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Self-Regulation and Executive Function Longitudinally Predict Advanced Learning in Preschool.

Steven James Howard1,2, Elena Vasseleu2

  • 1Early Start & School of Education, University of Wollongong, Wollongong, NSW, Australia.

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|February 11, 2020
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Summary
This summary is machine-generated.

Advanced early learning in preschoolers is linked to stronger executive functions (EFs) and cognitive self-regulation, but lower behavioral self-regulation. This profile aids in identifying advanced learners and understanding early learning development.

Keywords:
advanced learningexecutive functiongiftednessschool readinessself-regulation

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Area of Science:

  • Child Development
  • Cognitive Psychology
  • Educational Psychology

Background:

  • Early childhood is crucial for developmental trajectories of all learners, including advanced ones.
  • Understanding precocious early learning requires examining executive functions (EFs) and self-regulation.
  • The specific roles of EFs and self-regulation in advanced early learning remain unclear.

Purpose of the Study:

  • To investigate the executive functions (EFs) and self-regulation in advanced versus non-advanced preschool learners.
  • To identify the cognitive and behavioral profiles associated with advanced early learning.
  • To clarify the mechanisms underlying precocious early learning.

Main Methods:

  • Study included 214 preschoolers aged 3-5 years.
  • Measures of self-regulation, EFs, and academic learning were collected.
  • Academic learning was assessed at the beginning and end of the preschool year.

Main Results:

  • Advanced learning was predicted by socio-demographic factors and stronger cognitive abilities (EFs, cognitive self-regulation).
  • Lower behavioral self-regulation ratings were associated with advanced learning.
  • A distinct profile of advanced early learners emerged.

Conclusions:

  • Identified cognitive and behavioral characteristics of advanced early learners can aid in early identification.
  • Findings clarify the nature and underpinnings of advanced early learning.
  • Lower behavioral self-regulation may be linked to creativity or cognitive flexibility in advanced learners.