查看文章

There is growing recognition that self-regulation is an important domain of developmental competence for preschool-aged children with significant implications for readiness to enter kindergarten. In particular, there has been a focus on the developmental skills associated with executive functioning (EF). EF is defined as a collection of heterogeneous and top-down processes involved in goal-directed behaviors. Common subcomponents of EF include inhibition, working memory, and attention shifting. Inhibition is the ability to stop a prepotent response or behavior. Working memory is the ability to hold limited amounts of information in the mind and manipulate that information. Attention shifting is the ability to flexibly shift the focus of your attention and adjust to changing task demands (Diamond, 2013; Miyake et al., 2000). EF skills begin emerging very early in life, with most children demonstrating some capacity in their use of the aforementioned skills before the age of 2 (Espy, Kaufamann, McDiarmid, & Clisky, 1999; Kochanska, Coy, & Murray, 2001; Reznick et al., 2004). Moreover, EF skills show rapid development during the preschool-age period (Hendry et al., 2016; Mulder et al., 2014; Zelazo & Carlson, 2012, 2020). There is growing interest among educators to assess individual variation in EF during early childhood to assess school readiness and predict variation in normative developmental trajectories (Hendry et al., 2016; Hughes et al., 2020; McHarg et al., 20202; Perez-Edgar et al., 2020). However, in the context of developmental screening and practice, indices of EF need to be short and efficient. Measures included in early childhood …