Echoing Parental Scaffolding Style in Co–Constructed Narratives: Its Impact on Executive Function Development in Diverse Early School-Age Children-Reference-Cited by-同舟云学术

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Echoing Parental Scaffolding Style in Co–Constructed Narratives: Its Impact on Executive Function Development in Diverse Early School-Age Children

Published:2024-06-05 Issue:6 Volume:35 Page:1335-1352
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Jiang Yan¹^ORCID,Wishard Guerra Alison¹,Cohen Shana R.¹,Brown Timothy T.²³,Lin Naomi T.¹⁴,Molgaard Monica¹,Iversen John³⁵⁶

Affiliation:

1. Department of Education Studies, University of California San Diego

2. Department of Neurosciences, University of California San Diego

3. Center for Human Development, University of California San Diego

4. Department of Cognitive Science, University of California San Diego

5. Institute for Neural Computation, University of California San Diego

6. Department of Psychology, Neuroscience & Behaviour, McMaster University

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2024.2360872

Reference89 articles.

1. Principal component analysis

2. Assessing executive functions in children: biological, psychological, and developmental considerations

3. Leap-frog to literacy: maternal narrative supports differentially relate to child oral language and later reading outcomes

4. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

5. Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

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