Early Social and Cognitive Precursors and Parental Support for Self-Regulation and Executive Function: Relations from Early Childhood into Adolescence

Susan H. Landry, Karen E. Smith

Research output: Chapter in Book/Report/Conference proceedingChapter

16 Citations (Scopus)

Abstract

Development of executive functions and self-regulation, two important goals for school age children, are described in this chapter. To better understand their development, we examine the evidence for several early skills as precursors, including social communication, language, and pretend play. The potential for the quality of caregivers' early verbal input to also support these skills is described, particularly as this input occurs during early childhood. Finally, evidence is provided for the links between early precursor skills and caregiver input with school age executive functions and adolescent social competence. Evidence for these relations comes from a unique longitudinal study of 360 children and their caregivers examined in home settings from 6 months to 13 years of age. Findings highlight how skills developing in infancy and early childhood provide a foundation for executive functions and self regulation in middle childhood and early adolescence and the importance of the child's social context.

Original languageEnglish (US)
Title of host publicationSelf- and Social-Regulation: Exploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions
PublisherOxford University Press
ISBN (Print)9780199776962, 9780195327694
DOIs
StatePublished - May 1 2010

Fingerprint

Executive Function
Caregivers
Longitudinal Studies
Language
Communication
Self-Control

Keywords

  • Adolescence
  • Developmental process
  • Early childhood
  • Executive functions
  • Parent responsiveness
  • Self regulation

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Landry, S. H., & Smith, K. E. (2010). Early Social and Cognitive Precursors and Parental Support for Self-Regulation and Executive Function: Relations from Early Childhood into Adolescence. In Self- and Social-Regulation: Exploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195327694.003.0016

Early Social and Cognitive Precursors and Parental Support for Self-Regulation and Executive Function : Relations from Early Childhood into Adolescence. / Landry, Susan H.; Smith, Karen E.

Self- and Social-Regulation: Exploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions. Oxford University Press, 2010.

Research output: Chapter in Book/Report/Conference proceedingChapter

Landry, SH & Smith, KE 2010, Early Social and Cognitive Precursors and Parental Support for Self-Regulation and Executive Function: Relations from Early Childhood into Adolescence. in Self- and Social-Regulation: Exploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195327694.003.0016
Landry SH, Smith KE. Early Social and Cognitive Precursors and Parental Support for Self-Regulation and Executive Function: Relations from Early Childhood into Adolescence. In Self- and Social-Regulation: Exploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions. Oxford University Press. 2010 https://doi.org/10.1093/acprof:oso/9780195327694.003.0016
Landry, Susan H. ; Smith, Karen E. / Early Social and Cognitive Precursors and Parental Support for Self-Regulation and Executive Function : Relations from Early Childhood into Adolescence. Self- and Social-Regulation: Exploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions. Oxford University Press, 2010.
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