Examining Preschoolers’ Cognitive and Emotion Regulation in Peer Group Settings

• In Event: Roundtable Session 1
  In Roundtable Session: Young Children’s Classroom Peer Interactions

Abstract

The preschool year constitutes a critical period in the development of cognitive and emotional skills, which have both been linked to academic achievement (e.g., Calkins and Marcovitch, 2010). However, these studies often involve individual child assessments. The present study seeks to further examine self-regulation through the relationship between hot (emotional) and cold (cognitive) executive functioning (EF) among preschool students in ecologically valid group settings in both fall and spring. Results showed relations between fall cold EF and spring hot EF variables, and that fall working memory score positively predicted achievement in spring math, but not spring reading. Furthermore, gender differences were found with regard to both hot and cold EF components. Implications for child development and teacher practices are discussed.

Authors

• Noah Neidlinger, University of Michigan

• Amanda L. Berhenke, Albertus Magnus College