BRIDGING THE GAP: A DEVELOPMENTALLY-SENSITIVE INTERVENTION FRAMEWORK FOR CHILDHOOD PROCRASTINATION

<doi>10.24250/jpe/2/2025/MAO/</doi>

Abstract

Procrastination in children represents a significant selfregulatory
failure, yet it is distinct from the conscious,
irrational delay observed in adults. Grounded in recent
developmental research (Mahy, Munakata, & Miyake,
2024), this review argues for a reconceptualization of
childhood procrastination as an early behavioral
precursor linked to underdeveloped executive functions,
future-oriented thinking, and emotion regulation. Informed
by Miyake and Kane's (2022) process model—which
identifies task-induced negative moods and goalmanagement
failures as core mechanisms—we propose a
developmental framework for intervention. This integrative
approach focuses on two synergistic strategies: (1)
optimizing the child's environment to make it less
"procrastination-friendly" through structured routines and
minimized distractions, and (2) teaching simple,
habitualized compensatory strategies, such as "starting
rituals" and task segmentation. By proactively targeting
these underlying mechanisms, this framework provides a
practical roadmap for parents and educators to foster selfefficacy
and help children build adaptive habits.