促进自我调节作为提高有学业失败风险儿童入学准备和早期学业成就的一种手段。
The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure.
作者信息
Ursache Alexandra, Blair Clancy, Raver C Cybele
机构信息
New York University.
出版信息
Child Dev Perspect. 2012 Jun;6(2):122-128. doi: 10.1111/j.1750-8606.2011.00209.x.
Abstract
This article reviews the literature on self-regulation and the development of school readiness and academic competence in early childhood. It focuses on relations between the development of cognitive aspects of regulation-referred to as executive functions and defined as abilities used to regulate information and to organize thinking in goal-directed activities-and the development of reactivity and regulation in stimulus-driven emotion, attention, and physiological stress response systems. It examines a bidirectional model of cognition-emotion interaction in the development of self-regulation in which top-down executive control of thought and behavior develops in reciprocal and interactive relation to bottom-up influences of emotion and stress reactivity. The bidirectional model is examined within the context of innovative preschool interventions designed to promote school readiness by promoting the development of self-regulation.
摘要
本文回顾了关于自我调节以及幼儿入学准备和学业能力发展的文献。它重点关注调节的认知方面（称为执行功能，被定义为在目标导向活动中用于调节信息和组织思维的能力）的发展与刺激驱动的情绪、注意力和生理应激反应系统中的反应性和调节发展之间的关系。它研究了自我调节发展中认知 - 情绪相互作用的双向模型，其中思想和行为的自上而下的执行控制与情绪和应激反应性的自下而上的影响以相互和交互的关系发展。在旨在通过促进自我调节发展来提高入学准备的创新学前干预背景下，对该双向模型进行了研究。
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