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

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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Crossref · 10.1037/0003-066x.57.2.111

Cites

70 of 70 references verified0 citation errors · 0 not checkable

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  • Self-regulation skills, especially emotion regulation, are critical for children's adaptive functioning across behavioral, social, and cognitive/academic domains.

    “self-regulation skills, particularly emotion regulation, as critical for children’s adaptive functioning across various domains including behavioral, social, and cognitive/academic”

    From Cardiac vagal control and children's adaptive functioning: A meta-analysis (2013) · cites this paper as Blair, 2002

  • Negative emotionality interferes with higher order cognitive processes such as executive functioning.

    “Negative emotionality is known to interfere with higher order cognitive processes such as executive functioning”

    From Cardiac vagal control and children's adaptive functioning: A meta-analysis (2013) · cites this paper as Blair, 2002

  • Better emotion regulation is linked with optimal academic outcomes including school readiness and cognitive processes such as executive functioning.

    “Within the cognitive/academic domain, a significant amount of research has linked better emotion regulation with optimal academic outcomes including school readiness (Graziano, Reavis, et al., 2007) as well as cognitive processes such as executive functioning (Bierman, Nix, Greenberg, Blair, & Domitrovich, 2008; Blair, 2002).”

    From Cardiac vagal control and children's adaptive functioning: A meta-analysis (2013) · cites this paper as Blair, 2002

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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
70
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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