ArticlePloS one2022
Executive function, self-regulation skills, behaviors, and socioeconomic status in early childhood.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 2 of them syntheses that pooled it.
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Who cites it
17 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- How is musical expertise related to executive functions? A systematic review and meta-analysis.Psychonomic bulletin & review · 2026Pooled it
- Examining the relationship between language development, executive function, and screen time: A systematic review.PloS one · 2024Pooled it
- Diverging Paths: Heterogeneity in Early Childhood Executive Function Development in Chile.Brain sciences · 2026Article
- Executive functions and self-limited epilepsy with centro-temporal spikes: A scoping review.Epileptic disorders : international epilepsy journal with videotape · 2026Article
- Examination of the Effects of a Play-Based Mindfulness Training Program on Resilience, Emotion Regulation Skills, and Executive Functions of Preschool Children.Children (Basel, Switzerland) · 2026Article
- A Preschool Rhythm and Movement Intervention: RCT Evidence for Improved Social and Behavioral Development.Behavioral sciences (Basel, Switzerland) · 2026Article
- A Conceptual Framework to Integrate Research Programs on Self-Regulation in Education.Educational psychology review · 2026Review
- Harsh Parenting, Maternal Depression, and Executive Function in Early Childhood.Child: care, health and development · 2025Article
- Executive Functioning Profiles in Children with Neurodevelopmental Disorders.Behavioral sciences (Basel, Switzerland) · 2025Article
- A comparison of three executive function interventions on direct and far transfer in Chilean school children: a cluster-randomized controlled protocol.BMC psychology · 2025Article
- Classroom Quality Moderates the Association Between Sleep Problems and Self-Regulation in the Preschool Classroom.Early education and development · 2025Article
- Examining Preschoolers' Emotion Regulation Strategies: Psychometric Properties of the Translated Dutch Early Emotion Regulation Behavior Questionnaire (EERBQ-Dutch).Children (Basel, Switzerland) · 2025Article
- Bridging the gap: the impact of parental education and child leisure activities on cognitive and socioemotional skills in preschoolers.Frontiers in psychology · 2025Article
- A theory of intervention model to define the essential characteristics of music to support emotion regulation development in early childhood.Frontiers in neuroscience · 2025Article
- Links between socioeconomic position and cognitive and behavioral regulation in adolescence: The role of pubertal development.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2024Article
- The chain mediating role of parenting stress and child maltreatment in the association between maternal adverse childhood experiences and executive functions in preschool children: a longitudinal study.Child and adolescent psychiatry and mental health · 2024Article
- Associations between sleep and appetitive traits in higher-income preschoolers: A six-month study.Appetite · 2024Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND AND
objectivesPrior research has established steep socioeconomic status (SES) disparities in children's cognitive skills at kindergarten entry. Yet, few studies have had comprehensive, multi-informant data to examine SES-related differences in foundational social and emotional skills and executive function. The objective of the current study is to systematically examine SES-related differences in young children's executive function (EF), self-regulation skills, and behaviors.
methodsThe current study analyzed data on 2,309 young children from the Early Learning Study at Harvard (ELS@H). Multi-method (direct-assessment and reports) and multi-informant (parents and early education and care educators) information on children's executive function, self-regulation skills, and internalizing, externalizing, and adaptive behaviors were used. A parametric framework employing Ordinary Least Squares (OLS) estimation was used to quantify the size of the SES-related differences in this set of children's foundational social-emotional skills.
resultsOn average, there were differences of 0.24-0.45 SD for EF, 0.22-0.32 SD for self-regulation skills, and 0.27-0.54 SD for behaviors favoring children from the highest SES quartile of the distribution of SES relative to children from the lowest quartile. The SES-related differences were consistent across direct assessment, parent reports, and educator reports. Some differences were larger for older children relative to their younger counterparts.
conclusionsFindings indicate a need for comprehensive intervention efforts well before kindergarten entry aimed at closing early disparities in children's foundational social and emotional skills and executive function.
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