LONGITUDINAL ASSESSMENT OF NEUROCOGNITIVE AND SOCIOEMOTIONAL SKILLS IN PRESCHOOLERS FROM ARGENTINA AND THEIR ASSOCIATIONS WITH SCHOOL READINESS.

LORENA CANET JURIC; JUAN IGNACIO GALLI; ALEJANDRO VÁZQUEZ ECHEVERRÍA

Mendoza

Workshop; ISSBD Regional Workshop 2019: "Investing in Sustainable Childhoods: Implications for Preventive and Intervention Research"; 2019

INTERNATIONAL SOCIETY FOR THE STUDY OF BEHAVIOURAL DEVELOPMENT

In recent years, there has been a growing interest in studying the variety of factors that are necessary for promoting healthy transitions from preschool to primary school (Davies, Janus, Duku, & Gaskin, 2016), which has been termed school readiness. On this line, one of the 17 sustainable development goals (adopted by all United Nations Member States in 2015) is related to inclusive quality education, and specifically one of its targets refers to the importance of ensuring that all children have access to quality pre-primary education so that they are ready for primary education. School readiness (SR) is understood in terms of a relationship between three dimensions: children, their families and schools (Britto & Limlingan, 2012). With respect to children, SR refers to a broad set of neurocognitive and socio-emotional skills that are considered necessary for children to have a healthy transition to primary school. In the neurocognitive domain, executive functions (EF) and episodic future thinking (EFT) are considered central skills related to SR. In the socioemotional domain, emotion knowledge has been linked with healthy transitions from preschool to first grade.