Yürütücü işlevler ve ilkokula hazır bulunuşluk arasındaki bağlantılar

In this study, links between executive functions and school readiness in 4- and 5-year-old Turkish children (N = 69) were examined. Both individual assessments (executive functions, and school readiness) and parent reports (executive functions, school readiness) were used to assess the variables of interest. Executive functions were assessed through hot and cool dimensions. It was hypothesized that hot executive functions would be related to social aspects of school readiness whereas cool executive functions would be related to cognitive aspects of school readiness (i.e., math and literacy). There was partial support for the hypotheses; cognitive and social aspects of school readiness were both predicted by cool and hot executive functions. In addition, parent reports were in the same line with behavioral assessments; school readiness was predicted by both cool and hot executive functions. Possible implications, limitations, and future directions were discussed in the light of the findings. Keywords: Hot and cool executive functions, school readiness, learning related behaviors