Executive Skills and Early Childhood Education Developing Self-Regulation in Young Children

This practical book guides educators to nurture, scaffold, and assess young children's executive skills (ES)--critical building blocks for social–emotional well-being and school success. The authors explain how ES are linked to self-regulation and the development of play, language, literacy, and behavior skills in 3- to 8-year-olds, including those with disabilities. Every chapter discusses ways to create playful learning opportunities and classroom routines that support both ES and academic growth. The book's utility is enhanced by vivid vignettes, Questions to Ponder and Discuss, and video links. It also guides teachers to cultivate their own vital ES capacities; the Appendix includes a reproducible/downloadable self-assessment tool.

Zachary T. Barnes, PhD, is Associate Professor of Literacy in the College of Education at Austin Peay State University in Clarksville, Tennessee, where he directs the Center for Literacy. His research focuses on how socioeconomic status and executive skills affect children's reading development. Dr. Barnes is a former special education teacher.

Kelly B. Cartwright, PhD, is the Spangler Distinguished Professor of Early Child Literacy at the University of North Carolina at Charlotte, where she directs the Reading, Executive Function, and Development Lab (READ Lab) and serves as Co-Coordinator for the PhD concentration in Literacy Research, Policy, and Practice and on the Executive Board for the Mebane Early Literacy Center. Her research focuses on the development of skilled reading comprehension and the neurocognitive and affective factors that underlie comprehension processes and difficulties from preschool through adulthood. Dr. Cartwright regularly works with teachers in schools throughout the United States to better understand and improve comprehension instruction for striving readers, and these experiences inform her research.
 

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