Speaker
Description
Significant shifts in educational contextual factors occur as preschool children transition into kindergarten (Rimm-Kaufman & Pianta, 2000). The kindergarten environment has a greater emphasis on explicit goals for literacy, numeracy, and socialization as compared to preschool settings (Haines et al., 1989). Given this qualitative shift from preschool to formal schooling, understanding how varying educational context factors dynamically evolve alongside children’s emotion regulation and executive function warrants deep exploration. This study will examine how contextual educational factors at multiple levels (i.e., classroom quality & child’s individualized engagement in the classroom) can contribute to individual differences in emotion regulation and executive function development from preschool to kindergarten. This study draws upon longitudinal data that examined how behavioral engagement in the classroom related to executive function and school readiness as children transitioned from preschool into kindergarten.
