School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

By Clancy Blair. American Psychologist, 2002

1,319 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/56cb6e507c4bac27315aa9560ded4b112fdc052b

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study. (2008, positive): “A negative teacher–student relationship might elicit negative emotions in children that interfere with attention and self-regulation (Blair, 2002), whereas a supportive teacher–student relationship might elicit positive moods that promote effective problem solving, regulation, and interactions with ”
The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, neutral): “Self-regulation researchers who focus on cognitive development frequently use the term executive function as a set of cognitive skills to deliberately manage thought and action (Blair, 2002; Jacob & Parkinson, 2015; McClelland et al., 2007).”
Predicting Early School Achievement With the EDI: A Longitudinal Population-Based Study (2007, neutral): “For instance, parents seem to emphasize cognitive aspects of school readiness, whereas teachers stress the importance of the child’s health, as well as his or her ability to self-regulate, follow directions, and behave appropriately in the classroom (Blair, 2002; Graue, 2006).”
Developing Young Children's Self-Regulation through Everyday Experiences (2011, neutral): “skills for self-regulation in the first five years of life (Blair 2002; Galinsky 2010), which means early childhood teachers play an important role in helping young children regulate thinking”
Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children (2012, neutral): “There are several reasons for why the neuropsychological construct of executive function (EF) has attracted increased research interest in developmental psychology during the last decade: EFs have repeatedly been found to be associated with developing competencies in early childhood ranging from the”
Touch your toes! Developing a direct measure of behavioral regulation in early childhood (2008, neutral): “…has been linked with effective classroom behavior and high achievement, whereas poor self-regulation forecasts future problems in school (Blair, 2002; Bronson, 2000; Fabes, ∗ Corresponding author at: Center for Advanced Study of Teaching & Learning (CASTL), University of Virginia, 350…”
The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten (2011, neutral): “In fact, early behavioral regulation has been found to predict long-term school success as measured by academic achievement and high school and college graduation rates (Blair, 2002; Cooper & Farran, 1988; McClelland, Acock, & Morrison, 2006; McClelland, Piccinin, & Stallings, 2009; Vitaro, Brendgen”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, neutral): “Behavioral regulation requires cognitively based operations that fall under the broad self-regulation construct (Baumeister & Vohs, 2004; Blair, 2002; McClelland, Cameron, Wanless, & Murray, 2007).”
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children (2010, neutral): “Poor EF is associated with cognitive deficits, poor socioemotional adjustment, and poor academic functioning (Biederman et al., 2004; Blair, 2002), which may manifest as a lack of concentration, a lack of understanding of cause and effect, an inability to understand mental states, and/or impulsivity”
Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech (2011, neutral): “…and guide his or her own goal-directed behavior in accordance with social and contextual norms, is one of the most important developmental outcomes of the preschool period (Blair, 2002; Bronson, 2000; Diaz, Neal, & Amaya-Williams, 1990; Kopp, 1982; McClelland, Cameron, Wanless, & Murray, 2007).”
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009, neutral): “Children differ in their ability to pay attention, change tasks, follow rules, and interact with peers (Hamre & Pianta, 2005), which is frequently referred to as self-regulation (Blair, 2002; McClelland et al., 2007).”
Speaking Out for Language (2010, neutral): “Considerable evidence points to the importance of self-regulation to academic success (Blair, 2002; Diamond, Barnett, Thomas, & Munro, 2007; Duncan et al., 2007), and some evidence suggests that as language capacities emerge in the preschool years they may begin to play a role in this…”