DEVELOPMENT OF INHIBITORY CONTROL IN ARLY AND MIDDLE CHILDHOOD AND THE IMPORTANCE OF THIS CONTROL IN PREDICTING SCHOOL SUCCESS
Journal Title: Szkoła Specjalna - Year 2014, Vol 0, Issue 2
Abstract
The article aims to present the specificity of the development of inhibitory control in early (ages 0–3) and middle childhood (ages 4–6). Inhibitory control – as well as working memory and set-shifting - is one of the components of executive functions. Executive functions are defined as the higher-level psychological processes which manage human intentional behaviors and make it possible to cope, especially with unknown and unpredictable problems that demand learning and implementing new skills. Executive functions also influence the effectiveness of child behaviors. Available research findings indicate that the intensive development of executive functions takes places in the period of early and middle childhood and is linked to the progress of the myelination process during the first years of life. The article describes the most important stages of inhibitory control development and its determinants over early developmental stages as well as the results of developmental research in this area. The efficiency of inhibitory control plays a significant part in a child’s learning fundamental educational skills which are essential when starting school education (writing, reading, counting skills) and in developing important social competence (e.g. coping with interpersonal conflicts). Children’s ability to control undesired responses in difficult or unpredictable situations is the precondition for mature coping with everyday problems. In the context of the new education reform, which provides for compulsory schooling for six-year olds, school readiness assessment should take into consideration the level of inhibitory control efficiency as well.
Authors and Affiliations
SARA FILIPIAK, MARCIN STENCEL
Keywords
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- EP ID EP59840
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