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Cited by 1,167Early Childhood Education and DevelopmentDevelopmental and Educational NeuropsychologyChild and Adolescent Psychosocial and Emotional Development

Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

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Blair, Clancy, Diamond, Adele·2008·Development and Psychopathology
DOI 10.1017/s0954579408000436PMC PMC2593474
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Abstract

This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success.

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  • Executive functions involve both top-down, intentional control of behavior and bottom-up, automatic reactions.

    “Executive functions involve both top-down, intentional control of behavior as well as bottom-up, automatic reactions.”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Blair & Diamond, 2008

    In “An Organizational Approach to Self-Regulation” (page unavailable), the paper associates executive functions primarily with cognition and intentional control. In “Neurobiology of Temperament and Approach–Withdrawal” (page unavailable), it describes automatic emotional and behavioral reactions as distinct from, though complementary to, the cognitive-control processes that underpin executive functions. It therefore does not support treating bottom-up automatic reactions as executive functions themselves. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Self-regulation-related skills have powerful interpersonal implications, including promoting better relationships with teachers and peers and being seen by teachers as evidence of greater academic and social competence.

    “Self-regulation-related skills also have powerful interpersonal implications, including promoting better relationships with teachers and peers (Raver, Garner, & Smith-Donald, 2007) and being seen by teachers as evidence of greater academic and social competence”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Blair & Diamond, 2008

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Authors
Blair, C., & Diamond, A.
Affiliations
  • Pennsylvania State University (US)
  • University of British Columbia (CA)
Corresponding author
Blair, Clancy
ORCID
Venue
Development and Psychopathology
Publisher
Cambridge University Press (CUP)
Published
2008
Volume
20
Issue
3
Pages
899-911
ISSN
  • 0954-5794 (ISSN-L)
  • 1469-2198
DOI
10.1017/s0954579408000436
PMC
PMC2593474
OpenAlex
W2169907225
Cited by
1,167
References
7
Citations by year
2026: 32 · 2025: 39 · 2024: 53 · 2023: 66 · 2022: 58 · 2021: 75 · 2020: 140 · 2019: 83 · 2018: 83 · 2017: 80 · 2016: 88 · 2015: 86 · 2014: 69 · 2013: 62 · 2012: 63
FWCI
32.13
Type
journal article
Language
en
Open access
Licence
www.cambridge.org/core/terms (unspecified, 188 d)
Locations
  • Development and Psychopathology (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institute on Drug Abuse (R01-DA19685, R01DA019685)
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (P01 HD39667, P01HD039667, R01HD51502, R01HD051502)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
self-regulation, school failure prevention, executive function, emotion regulation, emotional development, working memory, inhibitory control, cognitive flexibility, school readiness, early childhood education, young children
MeSH terms
Anger, Arousal, Brain, Child, Child Behavior Disorders, Child, Preschool, Emotions, Humans, Hypothalamo-Hypophyseal System, Internal-External Control, Learning Disabilities, Magnetic Resonance Imaging, Peer Group, Pituitary-Adrenal System, Social Adjustment, Prefrontal Cortex, Early Intervention, Educational

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