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.

引用

页数：6

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