Child Care and Early Education Research Connections

Skip to main content

Executive function, self-regulation skills, behaviors, and socioeconomic status in early childhood


To the best of our knowledge, this study is the first to simultaneously examine SES-related differences in EF, self-regulation skills, and behaviors using multi-method, multi-informant approaches. We employ rich multi-method, multi-informant data to quantify the SES gradient in social and emotional skills and behaviors in the two years prior to kindergarten entry. The data contains information about children’s EF (as measured with direct assessment), self-regulation skills (as reported by trained examiners, parents, and early education and care educators), and behaviors (as reported by parents and educators), making it possible to provide a comprehensive description of early disparities in a variety of foundational social and emotional skills. (author abstract)

Resource Type:
Reports & Papers
Data Collector(s):
United States
State(s)/Territories/Tribal Nation(s):

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Interventions to promote young children's self-regulation and executive function skills in early childhood settings

Fact Sheets & Briefs

Does higher peer socio-economic status predict children's language and executive function skills gains in prekindergarten?

Reports & Papers

Executive Function Mapping Project: Untangling the terms and skills related to executive function and self-regulation in early childhood

Fact Sheets & Briefs
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT