Emotional Contributions to the Development of Executive Functions in the Family Context

Abstract

Abstract This chapter examines executive function development, specifically planning, in the family context in relation to social, emotional, and cultural processes. Learning from others relies on both cognitive and emotional processes. The development of planning (determination, organization, and implementation of future-oriented behaviors) and of emotional competence (emotional expression, understanding, and regulation) are intricately linked with children's experience in the family setting. Effective planning and emotional competence draw on many of the same underlying skills, in particular attention regulation and inhibition. Emotional competence contributes to the quality of social interaction, including children's ability to engage in and learn about complex cognitive skills from others. Family interactions also reflect the beliefs, values, and practices of the cultural context, which, in turn, influence children's learning opportunities in the family context. The research reviewed suggests the need for further examination of these interconnections toward a greater understanding of individual differences in cognitive and emotional development.