Akademik Veri Yönetim Sistemi
30th European Early Childhood Education Research Conference (EECERA), Zagreb, Hırvatistan, 1 - 17 Eylül 2021, ss.271-272
This systematic review aims to synthesize findings from studies that presented information on the relationship between
executive function and emotion regulation of children between zero and eight years old and expose the potential
contributions of this relationship to early childhood education. There is a lack of work to understand bidirectional
associations between emotion and cognition better (Gray, 2004). Accordingly, the study aimed to shed light on the
progress in the literature. Cognitive reasoning, comprehension, and action processes may control the emotional actions
of a child. Emotion can also be interpreted as a behavioral organizer, effectively adjusting the child's thought, learning,
and action. Cognition and emotion are, therefore, inseparable components of the process of development (Calkins &
Bell, 2010). Diverse combinations of the "executive function," "emotion regulation," and "early childhood," terms have
been searched for related studies in eight databases. As an outcome of the search and review processes, the study
includes 21 peer-reviewed research articles published between 2000 to 2020. In this review, no human subject took part
and no permission has been taken. The studies in the literature mostly centered on three common characteristics,
namely home-related factors, school-related factors, and developmental domains. This review revealed that studies on
disadvantage and socio-economic level are mostly associated with the children's home environment, but there are few
studies on the school environment of the children. Additionally, it draws attention that there is a lack of developmental
interpretations in school-related studies and a lack of school-related interpretation in the studies related to
developmental domains.