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首页> 外文期刊>Frontiers in Psychology >Parents’ Beliefs About Play and the Purpose of Preschool Education, Preschoolers’ Home Activity and Executive Functions
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Parents’ Beliefs About Play and the Purpose of Preschool Education, Preschoolers’ Home Activity and Executive Functions

机译：父母的信念对培养和学龄前教育，学龄前儿童的家庭活动和执行职能的宗旨

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The purpose of the present study was to replicate and extend previous findings that depict a link between preschoolers’ home experience and EFs. It also examined Hungarian parents’ views about the purpose of preschool education and its relationship with their play beliefs. A total of 87 Hungarian preschoolers participated in neuropsychological testing of executive functioning (44 boys, 42 girls, one not reported; mean age = 62.37 months; SD = 8.33 months; age range = 47 – 80 months) and their parents (eight male and 79 females; mean age = 37.73 years; SD = 5.64 years; age range = 22 – 63 years) filled in questionnaires. The finding from hierarchical regression analyses depicted that the frequency of pretend play the preschoolers engage in and parental play support beliefs were small to medium-sized predictors of children’s inhibitory control, after accounting for age and SES. Children’s frequency of participation in fine motor activities at home was a small but significant predictor of their visual-spatial working memory, after controlling for age and SES. Furthermore, results indicated that parents hold the belief that the development of social-emotional competence and children enjoying themselves instead of academic skills is the primary purpose of preschool education. To sum up, parental play support and preschoolers’ activities at home are important predictors for children’s EF skills.
机译：本研究的目的是复制并扩展以前的发现，描绘了学龄前儿童家庭体验和EFS之间的联系。它还审查了匈牙利父母关于学龄前教育目的的看法及其与他们的戏法信仰的关系。共有87名匈牙利学龄前儿童参与了高管运作的神经心理学检测（44名男孩，42名女孩，一个未报告;平均年龄= 62.37个月; SD = 8.33个月;年龄范围= 47-80个月）和他们的父母（八个男性和79女性;平均年龄= 37.73岁; SD = 5.64岁;年龄范围= 22 - 63岁）填写问卷。分层回归分析中的发现描绘了假装播放的频率参与和父母的游戏支持信仰是儿童抑制控制的中型预测因子，在核算年龄和SES之后。在控制年龄和SES之后，儿童参与优质电机活动的频率是他们的视觉空间工作记忆的一个小而重要的预测因素。此外，结果表明，父母认为，相信社会情感能力和儿童享受自己而不是学术技能的发展是学前教育的主要目的。总而言之，家庭竞争支持和学龄前儿童的活动是儿童EF技能的重要预测因素。

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