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| Research article summary (published 30 Jan 2002): |
School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.
Full Abstract
The author examines the construct of emotionality, developmental relations between cognition and emotion, and neural plasticity and frontal cortical functioning and proposes a developmental neurobiological model of children's school readiness. Direct links are proposed among emotionality, use-dependent synaptic stabilization related to the prefrontal cortex, the development of executive function abilities, and academic and social competence in school settings. The author considers research on the efficacy of preschool compensatory education in promoting school readiness and recommends that programs expand to include curricula directly addressing social and emotional competence. Research should focus on the ontogeny of self-regulation and successful adaptation to the socially defined role of student, the development of prevention research programs to reflect this orientation, and interdisciplinary collaborations that integrate scientific methods and questions in the pursuit of comprehensive knowledge of human developmental processes.
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Author information
Author/s: Blair, Clancy (C);
Affiliation: Department of Human Development and Family Studies, Pennsylvania State University, S110 Henderson South, University Park, PA 16802-6504, USA. cbb11(-atsign-)psu.edu
Journal and publication information
Publication Type: Journal Article; Review
Journal: The American psychologist (Am Psychol), published in United States. (Language: eng)
Reference: 2002-Feb; vol 57 (issue 2) : pp 111-27
Dates: Created 2002/03/19; Completed 2002/04/19; Revised 2004/11/17;
PMID: 11899554, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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