Planning in young children: A review and synthesis

Teresa McCormack, C.M. Atance

Research output: Contribution to journalArticle

75 Citations (Scopus)

Abstract

Research on the development of planning is reviewed in the context of a framework that considers the role of three types of cognitive flexibility in planning development: event-independent temporal representation, executive function, and self-projection. It is argued that the emergence of planning abilities in the preschool period is dependent upon the development of event-independent temporal representation. Research on the development of executive function suggests that its sub-components, in particular inhibitory control, may be linked to developmental improvements on planning tasks. Recently, new paradigms have established that self-projection to the future appears to develop over the preschool period. We consider how these different forms of cognitive flexibility may themselves be related in development. (C) 2011 Elsevier Inc. All rights reserved.
Original languageEnglish
Pages (from-to)1-31
Number of pages31
JournalDevelopmental Review
Volume31
Issue number1
DOIs
Publication statusPublished - Mar 2011

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Education
  • Pediatrics, Perinatology, and Child Health
  • Psychiatry and Mental health

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