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Cited by 1,874Early Childhood Education and DevelopmentDevelopmental and Educational NeuropsychologyChild and Adolescent Psychosocial and Emotional Development

The DOI matches its Crossref record; 78 of the 78 references it cites were found in a registry or an index.

School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

Blair, Clancy·2002·American Psychologist
DOI 10.1037/0003-066x.57.2.111
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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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Research works printed but not linked: 15

  1. Amaral, 1992, Anatomical organization of the primate amygdaloid complex., 1
  2. Bell, 1998, Frontal lobe function during infancy: Implications for the development of cognition and attention., 287
  3. Bell, 1994, Brain development over the first year of life: Relations between electroencephalographic frequency and coherence and cognitive and affective behaviors., 314
  4. Benes, 2001, The development of prefrontal cortex: The maturation of neurotransmitter systems and their interactions., 79
  5. Borkowski, 1998, Learning environments and skill generalization: How contexts facilitate regulatory processes and efficacy beliefs., 283
  6. Borkowski, 1990, Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem., Vol. 1, 53
  7. Bryant, 1997, The effectiveness of early intervention for disadvantaged children., 23
  8. Campos, 1984, Toward a new understanding of emotions and their development., 229
  9. Carta, 1987, Application of an ecobehavioral approach to the evaluation of early intervention programs., Vol. 3
  10. Derryberry, 1984, Emotion, attention, and temperament., 132
  11. Eccles, 1998, Motivation to succeed., Vol. 3, 863
  12. Emery, 2000, The role of the amygdala in primate social cognition., 156
  13. Fox, 1989, Biological and behavioral differences in infant reactivity and regulation., 169
  14. Vygotsky, 1978, Mind in society.
  15. Willer, 1990, Redefining readiness: An essential requisite for educational reform., Young Children, 45, 22

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Metadata

Authors
Blair, C.
Affiliations
Pennsylvania State University (US)
Corresponding author
Blair, Clancy
ORCID
Blair, Clancy
Venue
American Psychologist
Publisher
American Psychological Association (APA)
Published
2002-02
Volume
57
Issue
2
Pages
111-127
ISSN
  • 0003-066X (ISSN-L)
  • 1935-990X
DOI
10.1037/0003-066x.57.2.111
OpenAlex
W2042206942
Cited by
1,874
References
78
Citations by year
2026: 35 · 2025: 51 · 2024: 77 · 2023: 102 · 2022: 105 · 2021: 100 · 2020: 89 · 2019: 116 · 2018: 119 · 2017: 113 · 2016: 117 · 2015: 116 · 2014: 82 · 2013: 110 · 2012: 113
FWCI
102.63
Type
journal article
Language
en
Open access
closed
Locations
  • American Psychologist (publishedVersion)
  • PubMed (publishedVersion)
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
school readiness, emotionality, emotion and cognition, neuroplasticity, prefrontal cortex, executive function, self-regulation, socioemotional skills, academic competence, social competence, prevention programs, child development
MeSH terms
Age Factors, Brain, Child, Child Behavior, Child Development, Cognition, Concept Formation, Emotions, Humans, Neuronal Plasticity, Schools, Social Adjustment, Temperament

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