The author expresses gratitude for the feedback from Philip Zelazo and reviewers on previous drafts that improved this manuscript.
Special Section on Self-Regulation, Effortful Control, and Executive Functions in Child Development
Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table
Article first published online: 19 JUL 2011
© 2011 The Author. Child Development Perspectives © 2011 The Society for Research in Child Development
Child Development Perspectives
Volume 6, Issue 2, pages 105–111, June 2012
How to Cite
Liew, J. (2012), Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table. Child Development Perspectives, 6: 105–111. doi: 10.1111/j.1750-8606.2011.00196.x
- Issue published online: 14 MAY 2012
- Article first published online: 19 JUL 2011
- effortful control;
- executive functioning;
- school readiness;
Self-regulatory skills are essential for school readiness and future achievement, but self-regulation is a broad and multidimensional construct consisting of both behavioral and cognitive processes. Thus, researchers often study these processes from either a behavioral and temperament-based approach or a cognitive/neural systems approach. The temperament-based framework often focuses on effortful control, whereas the cognitive or neuroscience framework often focuses on executive functions. Although literatures on effortful control and executive functions come from different research traditions, the field needs to view them as complementary rather than incompatible to advance the understanding of the role of self-regulation in learning and achievement across development. This article calls for bringing both bodies of research to the table when making decisions about educational policies and practices.