Preschoolers’ ability to regulate their attention, behavior, and emotions has been linked with their capacity to cope with difficult situations and thrive in the classroom. But most research into how children develop these skills—known as “executive functions”—has taken place in high-income countries like the United States. A new study led by Stanford Graduate School of Education professor Jelena Obradović identifies several factors that appear to promote these skills in children from parts of the world with high rates of poverty,…