Executive Functions and Socioemotional Learning: Working for an integrative approach to development

Objective. Executive Functions (EF) refer to higher-order, self-regulatory cognitive processes that aid in the monitoring and control of thought and action and include cognitive flexibility, inhibitory control, and working memory both cognitive and self-regulation, emotional and behavioral components. Socioemotional Learning (SEL) refers to the process by which children acquire skills needed to identify and manage their own emotions; recognize others’ emotions and develop empathy; develop decision-making skills, and handle conflict. Results from research studies conducted in the last decade have been analyzed and used to conduct a multilevel analysis exploring similarities in the dimensions addressed, theoretical foundations and guiding principles, as well as the relationships between the Executive Functions and Socioemotional Learning. Results confirm the relevance and interest in the integration of the two approaches. At the same time, several major questions are outlined and awaiting further extensive study, namely, how to integrate the dimensions addressed under these two umbrella terms, guiding principles in their assessment, and their role in intervention programs aimed at positive development