Preschoolers' executive function: effect of the duration of preschool attendance and quality of teacher-child interactions

被引：0
作者：
Gavrilova, Margarita [1 ]
Karimova, Aleksandra [2 ]
Solopova, Oksana [2 ]
Veraksa, Aleksander [1 ]
Yakushina, Anastasia [1 ]
机构：
[1] Lomonosov Moscow State Univ, Fac Psychol, Moscow, Russia
[2] Lomonosov Moscow State Univ, Fac Hist, Moscow, Russia
来源：
FRONTIERS IN EDUCATION | 2024年 / 9卷
关键词：
executive functions; cognitive development; teacher-child interactions; kindergarten attendance; preschool children; ASSOCIATIONS; CLASSROOM; LANGUAGE; CARE;
D O I：
10.3389/feduc.2024.1421037
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4-7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more than 2 years. The results showed that the children who attended a group with a high quality of teacher-child interaction for one or more years had better results on verbal work memory, and cognitive and physical inhibitory control than those who attended the same group over a shorter period.
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页数：6
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