Creativity training for preschool children and its effect on self-regulation

Identifying patterns of motor performance, executive functioning, and verbal ability in preschool children: A latent profile analysis

The aims of this study are to investigate the differences of the preschoolers' executive function and verbal ability according to their age, and to identify whether the preschoolers' executive function is related to their verbal ability. The participants in this study are 151 children, ages 3-and 5-years old from five child-care centers located in a middle-income region of Seoul. Statistical methods used for the data analysis are the frequencies, means, standard deviations, an independent t-test, and Pearson correlation. The major findings are as follows. First, an age difference is found for children's executive function. The 5-year-olds are more likely to succeed on tasks of executive function than the 3-year-olds. Also, age difference is found for children's verbal ability. The 5-year-olds perform better on tests of verbal ability than the 3-year-olds. Last, the 3-year-olds' and 5-year-olds' executive function is related to their verbal ability. Inhibition and cognitive flexibility are significantly correlated with verbal ability. These results suggest that preschoolers' executive function and verbal ability develop during preschool age. These results also suggest that preschoolers' executive function is related to their verbal ability.

The aim of this study was to reveal some interactions between creative and intellectual abilities as well as interactions of creative abilities variation after training of creativity and intellectual abilities.Creativity in this study is understood in terms of cognitive abilities of creative thinking expressed by divergent thinking components as fluency, flexibility and originality (Guilford, 1950; Torrance, 1974; Sternberg and O’Hara, 1999). Divergent thinking is the one component of creative thought understood as the distinct capacity to generate multiple alternative solutions as opposed the one correct solution. Divergent thinking is assessed through open-ended tests such as consequences and alternative uses, where responses are scored for fluency (number of responses), flexibility (category shifts in responses) and originality (uniqueness of response).There were 160 students (mean age 23) from Vilnius Pedagogical University. E. P. Torrance test (verbal, form A, 1974) was used to identify cognitive abilities of creative thinking (fluency, flexibility and originality). R. Amthauer test (IST-70) was used to measure intellectual capabilities. The subjects were randomly assigned to two experimental (n = 80) and control groups (n = 80). The experimental group took part in creativity training program during four months (32 hours).The special program of creativity training was used once a week for four months (32 hours). The program was made-up for the developing cognitive abilities of creative thinking (fluency, flexibility and originality). Special methods (brain storming, ideas generation, drama, divergent tasks etc.) were used to develop students’ creative abilities. The experimental group took part in creativity training program.The study revealed the interactions between creative abilities evaluated by Torrance test (TTCT, verbal A form) and intellectual abilities evaluated by Amthauer IST. Weak interactions were revealed between flexibility and BE subtest of abstract verbal ability (r = 0,24, p < 0,01), as well as originality and BE subtest of abstract verbal ability (r = 0,22, p < 0,01). There are some weak links between all cognitive parameters of creativity (fluency, flexibility and originality) and the results of Sentence Supplement (SP) subtest (r = 0,17, p < 0,05) as well as between fluency, flexibility and ability to percept language meaning (ŽI) subtest (r = 0,18, p < 0,05; r = 0,16; p < 0,05). No such tendency was found between other creative and intellectual abilities.Though there were no significant interactions between increase of creative abilities and intellectual abilities, clear links were found between originality and abstract verbal ability (BE) and spatial imagination (KU) (r 0, BE = 0,41; r 0, KU = 0,38; r 0,05 = 0,53).

Objective Students’ academic success is crucial for families, educators, and the community. Specific learning disorder reduces students’ academic performance and makes education difficult. Because of the rising prevalence of learning disorders (especially dyscalculia), it is necessary to pay more attention to dyscalculia, its diagnosis, and assessment to develop new interventions and scientific strategies to reduce symptoms. Negative consequences of math problems in early childhood probably affect the individual and social aspects of life until adulthood. As far as we know, most children with dyscalculia have significant problems in executive functions, so the application of effective educational methods on executive functions will improve cognitive functions and learning. The present study was conducted to determine the effectiveness of a cognitive rehabilitation program on the executive functions of students with dyscalculia. Materials & Methods This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population consisted of all 8 to 12 years old students who were studying in specific schools for learning disorders in the 2020-2021 academic year in Sanandaj City, Iran. Thirty children (17 boys and 13 girls) were selected by convenience method and assessed using the Iranian Key Math Test. Then, 28 students with one standard deviation lower than the mean (≤85 points) were diagnosed as dyscalculic, and their parents signed a written consent form. Students were excluded if they had seizures and epilepsy, or other neurodevelopmental disorders or were absent more than two times from intervention sessions. All students were matched according to gender and age and randomly assigned to the experimental (7 boys and 7 girls) and control groups (8 boys and 6 girls). The executive functions of all students were assessed by the Behavioral Rating Inventory for Executive Functions (BRIEF). The experimental group individually participated in 12 sessions (twice a week; 30 to 45 minutes per session) and was trained by the cognitive rehabilitation program. However, the control group only attended the mainstream curriculum. Again, all students were assessed by the BRIEF in the last session and 5 weeks later in the follow-up. The obtained data were analyzed by using analysis of variance with repeated measures. Results The findings showed that the cognitive rehabilitation program has significantly influenced executive functions and their components (behavior regulation and metacognition) in students with dyscalculia. According to the eta quotient, 42%, 32%, and 43% of the variances of executive functions, behavior regulation, and metacognition of the experimental group, respectively, have been explained by participating in the cognitive rehabilitation program. In addition, the program’s effectiveness lasted for a 5-week follow-up later. Conclusion Considering the effectiveness of cognitive rehabilitation programs on executive functions, designing and implementing the same rehabilitative programs not only improves the executive functions of students with dyscalculia but also prevents their problems relating to learning academic skills.

Executive function is essential for child development; however, few parenting programs focus on enhancing executive function skills in early childhood. This quasi-experimental study evaluated the effects of a parenting skills training program on parents’ attitudes, subjective norms, perceived behavioral controls, intention, and behaviors in promoting children’s executive function, as well as on the executive function skills of children aged 2 to 5. Two child development centers in a single province near Bangkok, Thailand, were randomly assigned to experimental and control groups, with 38 parent-child dyads selected based on inclusion criteria. Data were collected through a parent questionnaire on promoting children’s executive function and assessments of children’s executive function skills using the Behavior Rating Inventory of Executive Function–Preschool Version (BRIEF-P). Statistical analyses comprised chi-square tests, independent t-tests, descriptive statistics, and generalized estimating equations. The study found that children in the experimental group showed significantly higher executive function skills immediately and one month later than the control group. Parents in the experimental group exhibited higher attitudes, perceived behavioral control, intentions, and behaviors related to promoting executive function immediately after completing the intervention. However, after one month, only attitudes and perceived behavioral control remained significantly higher, with no changes in subjective norms at either time. This study indicated the effectiveness of a parenting skills training program in enhancing children’s executive function. It suggests that it can be implemented by nurses, teachers, or other personnel working in early childhood health and education. However, further study for booster activities is recommended to determine the program’s sustainability.

Executive functions (EFs) and impulsivity are dimensions of self-regulation that are both related to psychopathology. However, self-report measures of impulsivity and laboratory EF tasks typically display small correlations, and existing research indicates that impulsivity and EFs may tap separate aspects of self-regulation that independently statistically predict psychopathology in adulthood. However, relationships between EFs, impulsivity, and psychopathology may be different in childhood compared to adulthood. Here, we examine whether these patterns hold in the baseline assessment of the Adolescent Brain and Cognitive Development (ABCD) sample, a national sample of over 11,000 children (including 749 twin pairs) ages 9–10 years. We examine the phenotypic and genetic relationships among latent variables for different components of EFs and multiple facets of impulsivity. Additionally, we assess how EFs and impulsivity relate to composite measures and latent variables of psychopathology derived from parent report. EFs were weakly correlated with impulsivity, and the strength varied by impulsivity facet, emphasizing their separability. We did not identify significant genetic and environmental correlations between EFs and impulsivity. Moreover, controlling for their small relationships with each other, both EFs and some facets of impulsivity statistically predicted an Externalizing factor, attention problems, and social problems, and twin analyses suggested these relationships were genetic in origin. These findings indicate that EFs and impulsivity represent phenotypically and genetically separable aspects of self-regulation that are both transdiagnostic correlates of psychopathology in childhood.

Research suggests that executive functioning skills may enhance the school readiness of children from disadvantaged homes. Questions remain, however, concerning both the structure and the stability of executive functioning among preschoolers. In addition, there is a lack of research addressing potential predictors of longitudinal change in executive functioning during early childhood. This study examined the structure of executive functioning from fall to spring of the preschool year using a multimethod battery of measures. Confirmatory factor analyses revealed a unidimensional model fit the data well at both time points, and tests of measurement invariance across time points indicated that children's mean latent executive functioning scores significantly improved over time. Verbal ability was a significant predictor of longitudinal change in executive functioning. Theoretical implications and directions for future research are discussed.

BackgroundGiven the importance of attention and executive functions (EF) in children’s behavior, programs aimed at improving these processes are of special interest. Nexxo-training combines the use of the Nexxo touchscreen application (inhibition and vigilance tasks) with procedural metacognitive strategies (imparted by an instructor) for all the individuals using the app, regardless of their level of ability, plus compensatory strategies based on individual child performance. This study presents an analysis of the compensatory strategies that schoolchildren (aged 6–8 years old) receive when experiencing difficulties with EF tasks, in addition to an analysis of the developmental factors and cognitive skills that may modulate EF task performance.MethodsFor this study, we use data from a previous randomized active-controlled study (under review), in which forty-six typically developing children aged between 6 and 8 years old (24 girls/22 boys) were enrolled in the training group. The selected children were in the 1st grade (n = 28, = 78.32 ± 4.037 months) and 3rd grade of primary education (n = 18, = 102.11 ± 3.445). We collected data on EF training performance, compensatory strategies needed and neuropsychological assessments.ResultsA total of 80.43% participants required some form of compensatory strategy during training. Regarding required compensatory strategies, those who had lower scores in EF training needed more compensatory strategies, in particular, instructional comprehension (r = −0.561, p < 0.001 for inhibition-tasks; r = −0.342, p < 0.001 for vigilance-tasks). Concerning developmental factors, age significantly predicted better performance in both EF tasks (β = 0.613, p < 0.001 for inhibition; β = 0.706, p < 0.001 for attention). As regards task performance, those with better performance in inhibition tasks also had better performance in vigilance tasks (r = 0.72, p < 0.001). Finally, regarding cognitive skills, participants with higher performance in fluid intelligence (Q1, n = 12) had higher scores (U = 14.5, p < 0.05) than the group with the lowest performance (Q4, n = 11) in vigilance.ConclusionAs previous literature suggests, inhibition is one of the core processes of EF. Therefore, we should focus training on the core EF processes. Inhibition and vigilance are closely related processes. In terms of the use of compensatory strategies, these are more needed for participants with lower levels of performance in inhibition or vigilance. Regarding strategy analysis, instructional comprehension and self-instruction (goal setting and planning) seem to be the most useful strategies for those with difficulties in inhibitory and vigilance task performance. Regarding development, as expected, age moderates task performance in inhibition and attention. Finally, cognitive skills, such as fluid intelligence and cognitive flexibility, predicted better results in attention. EF training using not only an app, but also compensatory strategies based on user performance, is a new research direction offering more opportunities to generalize EF training in everyday life.

We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension (EC), theory of mind (ToM), and prosocial orientation in preschoolers. Seventy‐five 4‐ to 5‐year‐old children (Mage at pre‐test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental and control conditions, were pre‐ and post‐tested for verbal ability, EC, false‐belief understanding, and prosocial orientation. Over a 6‐week intervention, all children were presented with brief illustrated scenarios based on emotional scripts. The training group was then involved in conversations about the nature, causes, and regulation of emotion whereas the control group engaged in free play, where conversation was minimized. The training group outperformed the control group in EC and prosocial orientation, even after controlling for gains in verbal ability whereas no differences were found for children's false‐belief understanding. The positive effect remained stable over time. Practical implications of the findings are discussed.

Prenatal alcohol exposure (PAE) is linked to a variety of neurodevelopmental challenges, including social functioning (SF) and executive functioning (EF) deficits. These deficits present differently across developmental stages from preschool age to adolescence. The post hoc analyses described here were conducted on data from 83 preschool-age children with PAE (early childhood group; ages 2.5 to 5.0) and 95 adolescents (49 with PAE, 46 controls; ages 8 to 16). Each child completed EF tasks as part of several prior studies. Parents completed social and communication inventories about their child's abilities. Thirty-three participants from the early childhood group returned for a 4-year follow-up and completed both SF and EF measures. Both the early childhood and adolescent groups with PAE showed deficits in SF and EF. There was a relationship between SF and EF within the adolescent PAE group that was not present in the adolescent control group or the early childhood PAE group. However, at the 4-year follow-up (Mage =8.45), participants originally in the early childhood PAE group also demonstrated this relationship. These findings support previous research on EF/SF deficits in adolescents with PAE while also addressing a gap in the literature concerning early childhood research on this topic. Additionally, these findings suggest that the relationship between EF and SF deficits may strengthen throughout development. This line of research highlights potential sensitive periods for SF and EF training in children with PAE and suggests that fetal alcohol spectrum disorders programs consider targeting EF training as a component of social skill interventions.

Modelling executive function across early childhood: Longitudinal invariance, development from 3.5 to 7 years and later academic performance

P02-237 Internalizing and externalizing behaviour in early childhood: Relative contribution of executive functioning, social cognition and verbal ability

This study aimed to compare socio-cognitive skills and emotion comprehension between children with Autism Spectrum Disorder (ASD) and children with neurotypical development. This quantitative, cross-sectional, controlled study involved 19 children in each group, matched by age (6-12 years) and sex. The assessments examined cognitive aspects (Intelligence Quotient was assessed using the Vocabulary and Matrix Reasoning subtests; working memory using the digit span and letter-number sequencing subtests; attention using the Continuous Performance Test - Identical Pairs; and executive functions using the Trail Making Test), social functions (Children's Social Skills, Behavior Problems, and Academic Competence Inventory), and emotion comprehension (language was assessed using the Strange Stories Test; emotional facial expressions using the digital emotion comprehension test; emotional/affective prosody using the Profiling Elements of Prosody in Speech-Communication - Brazilian Portuguese adapted version). The group with ASD exhibited better performance in executive functions (p=0.02). However, they lagged the control group in social skills (p=0.04), behavior problems (p=0.03), and emotion comprehension (language, facial expressions, and prosody) (all p<0.05). The findings indicate that children with ASD have diminished performance in social skills and emotion comprehension compared to children with neurotypical development. Therefore, the development of technologies and/or therapeutic interventions that address these deficits among children with ASD is recommended.

Objective: This study focuses on cognitive prerequisites for the development of theory-of-mind (ToM), the ability to impute mental states to self and others in young adults with Alström syndrome (AS). AS is a rare and quite recently described recessively inherited ciliopathic disorder which causes progressive sensorineural hearing loss and juvenile blindness, as well as many other organ dysfunctions. Two cognitive abilities were considered; Phonological working memory (WM) and executive functions (EF), both of importance in speech development.Methods: Ten individuals (18–37 years) diagnosed with AS, and 20 individuals with no known impairment matched for age, gender, and educational level participated. Sensory functions were measured. Information about motor functions and communicative skills was obtained from responses to a questionnaire. ToM was assessed using Happés strange stories, verbal ability by a vocabulary test, phonological WM by means of an auditory presented non-word serial recall task and EF by tests of updating and inhibition.Results: The AS group performed at a significantly lower level than the control group in both the ToM task and the EF tasks. A significant correlation was observed between recall of non-words and EF in the AS group. Updating, but not inhibition, correlated significantly with verbal ability, whereas both updating and inhibition were significantly related to the ability to initiate and sustain communication. Poorer performance in the ToM and EF tasks were related to language perseverance and motor mannerisms.Conclusion: The AS group displayed a delayed ToM as well as reduced phonological WM, EF, and verbal ability. A significant association between ToM and EF, suggests a compensatory role of EF. This association may reflect the importance of EF to perceive and process input from the social environment when the social interaction is challenged by dual sensory loss. We argue that limitations in EF capacity in individuals with AS, to some extent, may be related to early blindness and progressive hearing loss, but maybe also to gene specific abnormalities.

Children's emotion comprehension is crucial for healthy social and academic development. Behaviours influenced by emotion comprehension in childhood have received much attention, but less focus has been placed on factors that may affect individual differences in emotion comprehension during pre-school years. Researchers have identified several interacting abilities that may relate to a child's capacity to understand and interpret emotions. This cross-sectional study investigated the relationship among Executive Functions (verbal working memory), language skills (grammar comprehension), and Theory of Mind in 104 pre-schoolers (mean age = 4.5 years), with Emotion Comprehension. Results show that age, verbal working memory, and Theory of Mind are associated to children emotion comprehension, whereas linguistic skills are directly associated only to children's Theory of Mind and indirectly through ToM to emotion comprehension. The implications of the findings on direct and indirect relationships with emotion comprehension are discussed for theoretical and research development on socio-cognitive skills.