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首页> 外文期刊>Frontiers in Psychology >Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study
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Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study

机译：通过在教育环境中的系统竞争中，学龄前儿童可以在学龄前儿童中提高行政职能：来自纵向研究的证据

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This study aimed to test the impact of play on the development of executive functions (EFs) in preschoolers. Thirty-two games were designed to be collectively played in groups by 70 children, in their regular classes. The games were specifically designed to promote the development of the three components of EFs: inhibition (behavioral or cognitive), working memory, and cognitive flexibility. The games focused on each function were of three types: playground games, expression games, and classroom games. Sixty 45 minutes play sessions were held on consecutive days for 3 months, always in the first period. The sessions were guided by two members of the research team, assisted by the four teachers of the participating classes. The intervention was carried out in two highly socially vulnerable schools in the city of Santiago de Chile. Four classes were studied in total: two experimental groups and two controls. The classes were selected using a questionnaire on teacher-student interaction quality and an age homogeneity criterion. Executive functions were evaluated using the Hearts and Flowers task at three points: before the intervention (T1), immediately after the end of the intervention (T2), and 8 months after the end of the intervention (T3). The results show a significant difference in the growth of executive functions by comparing the experimental and control groups (p=.04) between T1 and T3. They also reveal a strong correlation between EFs measures at T1 and mathematics performance at T3. These results are discussed within the context of the guidelines proposed by Diamond and Ling (2016) and Barnett (2011) regarding what an EFs promotion program needs to be considered effective and high quality. The program presented in this study meets most of the requisites mentioned by the authors, which proves that following these guidelines guarantees a high probability of success.
机译：本研究旨在测试戏剧对学龄前儿童执行职能发展（EFS）的影响。三十两场比赛旨在将70名儿童分组统称在他们的常规课程中。奥运会专门设计用于促进EFS三种组成部分的发展：抑制（行为或认知），工作记忆和认知灵活性。专注于每个功能的游戏是三种类型：游乐场游戏，表达式游戏和课堂游戏。六十45分钟的比赛连续3个月举行3个月，总是在第一期。会议由研究团队的两个成员国为指导，由参与课程的四位教师协助。干预在智利圣地亚哥市的两个高度社会弱势群体中进行。共有四种课程：两种实验组和两种对照。这些课程使用关于教师 - 学生互动质量和年龄同质性标准的问卷选择。执行功能在三个方面使用心灵和鲜花任务进行评估：在干预之前（T1），在干预结束后立即（T2），干预结束后8个月（T3）。结果表明，通过将实验和对照组（P = .04）与T1和T3之间的实验和对照组（P = .04）进行比较，结果显示出显着差异。他们还揭示了在T3的T1和数学绩效的EFS措施之间的强烈关联。这些结果是在钻石和凌（2016年）和Barnett（2011）提出的关于EFS促进方案需要被认为有效和高质量的准则的背景下讨论的。本研究中提出的该计划符合作者提到的大部分必需品，证明了以下指导方针，保证了高概率的成功概率。

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