Developing together: The role of executive function and motor skills in children’s early academic lives

By Megan M. McClelland, Claire E. Cameron. Early Childhood Research Quarterly, 2019

207 citations recorded by the source corpus.

Abstract A considerable body of research indicates that children’s executive function (EF) skills and related school readiness constructs are important for early learning and long-term academic success. This review focuses on EF and a related construct, motor skills with a focus on visuomotor integration, as being foundational for learning, and describes how these skills codevelop in young children in bidirectional and synergistic ways. The review discusses definitional and conceptual issues, connects EF and visuomotor integration to relevant theoretical perspectives, discusses measurement issues and advancements, and reviews intervention evidence to support the malleability of these skills in young children. Discussion emphasizes how these skills develop together and suggests that research examining children’s learning from a codevelopment perspective can help promote children’s health and well-being.

Subfields: Developmental and Educational Psychology, Pediatrics, Perinatology and Child Health, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e2b45a76ed2257b74e984f169a23e0542e1b37f0

Citations in the corpus

• Path Analysis of Self-Regulation, Social Skills, Critical Thinking and Problem-Solving Ability on Social Studies Learning Outcomes (2021, unknown): “Self-regulation is a person's ability to regulate their behavior by monitoring their performance to determine whether the desired behavior occurs by building stimuli and teaching can affect the success of education in the future (Lenes et al., 2020; McClelland & Cameron, 2019; Wanless et al., 2016).”