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Executive functioning (EF) and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN) and error positivity (Pe). Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe – which reflects individual differences in motivational processes as well as attention – may be associated with early academic achievement.

Entry into formal schooling is a signature developmental milestone for young children and their families and represents an important period of cognitive, social, and emotional development. Until recently, few researchers have attempted to isolate the unique impact of schooling on children’s developmental and academic outcomes. The application of quasiexperimental methods has provided researchers with the tools to examine when and how schooling shapes children’s development. In this article, we summarize three main insights from this work: (a) Schooling produces major, unique changes in children’s growth across a wide range of psychological processes important for learning; (b) the effects of schooling are not universal across all domains; and (c) schooling impacts cognitive processes that are not explicitly taught. We also propose that a deeper look at classroom instruction and brain development can expand our understanding of how schooling influences academic success and positive life outcomes and provide a model for developmental science more broadly.

The current study used a regression discontinuity (RD) design to characterize more precisely the link between schooling and literacy by examining whether and how different grade-level, practice-as-usual schooling experiences uniquely predict specific literacy subskills during the transition to school. Data from 334 children revealed moderate positive effects of prekindergarten, kindergarten, and first grade schooling on decoding, while kindergarten and first grade schooling predicted comprehension skills. There was no significant effect of schooling at any grade level on expressive vocabulary or sound awareness. Results were robust to different RD estimation methods and highlight the heterogeneity of schooling effects on early literacy skill development. Implications for understanding early literacy development in the context of regular, public schooling are discussed.

Motivational beliefs and values influence how children approach challenging activities. The present study explores motivational processes from an expectancy-value theory framework by studying children's mistakes and their responses to them by focusing on two ERP components, the error-related negativity (ERN) and error positivity (Pe). Motivation was assessed using a child-friendly challenge puzzle task and a brief interview measure prior to ERP testing. Data from 50 four- to six-year-old children revealed that greater perceived competence beliefs were related to a larger Pe, while stronger intrinsic task value beliefs were associated with a smaller Pe. Motivation was unrelated to the ERN. Individual differences in early motivational processes may reflect electrophysiological activity related to conscious error awareness.

Executive functioning (EF) is critical for school readiness and other important life skills. Previous investigations have often neglected the important influence of parental EF skills in shaping their own children’s EF. This study attempted to replicate recent empirical work that has shown that maternal EF is positively related to child EF. An ecological theoretical framework was used to examine the maternal EF–child EF link in family environments characterized by significant risk and socioeconomic adversity. Data from 38 mother–child dyads revealed that larger maternal working memory capacity was associated with greater child accuracy and slower reaction times on a child-friendly Go/No-Go task of response inhibition, but not on an emotional Go/No-Go task. This finding suggests that in contexts of risk and adversity, slower reaction times, instead of reflecting weaker EF skills, might reflect an adaptive skill; that is, exercising appropriate caution and careful responding on a challenging task. Results provide additional evidence of an intergenerational link between maternal EF and child EF and yield new insights into the nature of EF in adverse environments.

Early executive function (EF) skills reliably predict school readiness and future academic success. While children’s skills undergo rapid development during the transition to formal schooling, it remains unclear the extent to which schooling exerts a unique influence on the accelerated development of EF and academic skills during the early years of schooling. In the present study, a quasi-experimental technique known as the school cutoff design was used to examine whether same-aged children who made vs. missed the age cutoff for school entry significantly differed on EF, reading, and math outcomes. Data from 166 pre-k, kindergarten, and first grade children (Range = 3.75–7.58 years, 92 girls) from a longitudinal study of literacy development were analyzed. Children were assessed on EF, reading, and math skills in fall and spring. Results revealed unique effects of kindergarten, but not first grade, on growth in EF and reading over and above the effect of age. Schooling was unrelated to growth in math. Because kindergarten represents the first year of elementary school and children’s first exposure to a formal schooling environment, kindergarten schooling may be uniquely positioned to produce greater gains in academic and behavioral outcomes compared to other grades.

Objective To test whether a language screener administered during early childhood predicts special education referrals and placement in middle childhood. Study design A series of logistic regressions was conducted in a longitudinal study of 731 children. Predictor variables included scores on the early language screener (Fluharty-2) at ages 3 and 4, a standardized measure of academic achievement at age 5, and parent report of special education services at ages 7.5, 8.5, and 9.5. Results Results showed that higher scores on the Fluharty-2 predicted a reduced likelihood of having an individualized education program (odds ratio: 0.48), being referred for special education (odds ratio: 0.55), and being held back a grade (odds ratio: 0.37). These findings did not vary by sex, race, or ethnicity, and remained significant after controlling for male sex, behavior problems, parental education, and family income. The Fluharty-2 remained predictive of special education outcomes even after controlling for children’s academic skills at age 5. Conclusion Results suggest that structured, brief assessments of language in early childhood are robust predictors of children’s future engagement in special education services and low academic achievement. Primary care physicians may use a multipronged developmental surveillance and monitoring protocol designed to identify children who may need comprehensive evaluation and intervention. Early intervention may reduce the need for costly special education services in the future and reduce comorbid conditions.