Meer lezen

Hieronder enkele bronnen omtrent het onderwerp van dit project:

Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23, 299-313.

Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008).Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821–843.

Blain-Brière, B., Bouchard, C., & Bigras, N. (2014). The role of executive functions in the pragmatic skills of children age 4–5. Frontiers In Psychology, 5(240), 1-14.

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663.

Bodrova & Leong (2001). The Tools of the Mind: A Case Study of Implementing the Vygotskian Approach in American Early Childhood and Primary Classrooms. International Bureau of Education, UNESCO, Geneva, Zwitserland.

Bodrova E. & Leong, D. (2007). Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Merrill/Prentice Hall: New York.

Bodrova, E. & Leong, D. J. (2012). Scaffolding Self-Regulated Learning in Young Children. Lessons from Tools of the Mind. In R.C. Pianta (Eds.), Handbook of Early Childhood Education (pp. 324–351). The Guilford Press: New York.

Breslau, J., Miller, E., Breslau, N., Bohnert, K., Lucia, V., & Schweitzer, J. (2009). The impact of early behavior disturbances on academic achievement in high school. Pediatrics, 123, 1472–1476.

Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33, 205-228.

Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3, 63–68.

Davidse, N.J., de jong, M. T., Bus, P. G. (2010). De invloed van executieve functies op de vroege leesontwikkeling. Sardes speciale Editie, 9 (28-32). Utrecht: Sardes.

Dawson, P. & Guare, R., (2014). Interventions to Promote Executive Development in Children and Adolescents. In S. Goldstein & J. A. Naglieri (Eds.), Handbook of Executive Functioning (pp. 427-445). Springer: New York.

Dawson, P., & Guare, R. (2009). Slim maar … Help kinderen hun talenten benutten door hun executieve functies te versterken. Hogrefe: Amsterdam.

Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool Program Improves Cognitive Control. Science, 30 november 2007, 1387-1388.

Fitzpatrick, C., McKinnon, R. D., Blaur, C. B., & Willoughby, M. T. (2014) Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children? Learning and instruction, 30, 25-31.

Harvard University (2011). Enhancing and Practicing Executive Function Skills with Children from Infancy tot Adolescence. Geraadpleegd op 24 november 2014 op

Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function. Geraadpleegd op 24 november 2014 op

Hughes, C., & Ensor, R. (2011). Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Journal of Experimental Child Psychology, 108, 663–676.

Laevers, F., Bertrands, E., Declercq, B., & M. Daems (2003). Ondernemingszin op school. Grote prijs ondernemende school.

McClelland, M. M., Cameron, C. E., Wanless, S. B., & Murray, A. (2007). Executive function, self-regulation, and social-emotional competence: Links to school readiness. In O. N. Saracho & B. Spodek (Eds.), Contemporary Perspectives on Research in Social Learning Self-regulation and academic achievement in the transition to school 28 in Early Childhood Education. (pp. 83-107). Charlotte, NC: Information Age.

McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.

McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490.

McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28, 314–324.

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43, 947-959.

Mistry, R. S., Benner, A. D., Biesanz, J. C., Clark, S. L., & Howes, C. (2010). Family and social risk, and parental investments during the early childhood year as predictors of low-income children’s school readiness outcomes. Early Childhood Research Quarterly, 25, 432–449.

Moffitt, T.E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R.J., Harrington, H., Houts, R., Poulton, R., Roberts, B.W., Ross, S., Sears, M.R., Thompson, W.M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences (PNAS), 108 (7), 2693-2698.

Müller, E., Lieberman, D., Frye, D., & P. D., Zelazo (2008). Executive function, school readiness, and school achievement. In Thurman, S. K., & Fiorello, C. A. (Eds.), Applied cognitive Research in K-3 Classrooms. Routledge: New York.

Obradovic, J., Portilla, X. A., & Boyce, W. T. (2012). Executive Functioning and Developmental Neuroscience. Current Progress and Implications for Early Childhood Education. In R.C. Pianta (Eds.), Handbook of Early Childhood Education (pp. 324–351). The Guilford Press: New York.

Rhoades, B. L., Greenberg, M. T., Lanza, S. T., & Blair (2011). Demographic and familial predictors of early executive function development: Contribution of a person-centered perspective. Journal of Experimental Child Psychology, 108, 638–662.

Shaul, S., & Schwartz, M. (2014). The role of the executive functions in school readiness among preschool-age children. Reading and writing, 27(4), 749-786.

Smidts, D. & Huizinga, M. (2013). Gedrag in uitvoering. Uitgeverij Nieuwezijds: Amsterdam.

Tominey, S. L., & McClelland, M. M. (2014). Quantitative and Qualitative Factors Related to the Effectiveness of a Preschool Behavioral Regulation Intervention. Dialog, 16(3), 21-44.

Tominey, S. L., & McClelland, M. M. (2011). Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool. Early education and development, 22(3), 489–519.

van der Bolt, L., & Aarssen, J. (2010). Zelfsturing van jonge kinderen stimuleren. Sardes Speciale Editie, 9 (9-15). Utrecht: Sardes. (

Weintraub S., Dikmen, S. S., Heaton, R. K., Tulsky, D. S., Zelazo, P. D., Bauer, P. J., Carlozzi, N. E., Slotkin, J., Blitz, D., Wallner-Allen, K., Fox, N. A., Beaumont, J. L., Mungas, D., Richler, J., Deocampo, J. A., Anderson, J. E., Manly, J. J., Borosh, B., Havlik, R. & Gershon, R. (In Press). NIH Toolbox for the Assessment of Behavioral and Neurological Function: Cognition domain instruments. Neurology.