Sharon Wolf|Dana Charles McCoy
The role of executive function and social?emotional skills in the development of literacy and numeracy during preschool: a cross?lagged longitudinal study
University of Pennsylvania|Harvard University
abstract majority evidence interplay academic nonacademic skills comes highincome countries aim study examine bidirectional associations ghanaian childrens executive function socialemotional literacy numeracy skills longitudinally children n 3862 age 52 years time 1 assessed using direct assessment three time points course two school years controlling earlier levels skill early executive function predicted higher subsequent literacy numeracy skills early literacy numeracy skills predicted higher subsequent executive function indicating development executive function academic skills interrelated complementary time early literacy numeracy predicted subsequent socialemotional skills early socialemotional skills predict subsequent literacy numeracy skills findings provide longitudinal evidence childrens learning development west africa contribute global understanding relations various developmental skills time