Abstract
Executive functions (EF) provide top-down control of thoughts, emotions, and behaviors. Such abilities are related to learning, emotional control, and adjustment. A promising line of research on EF examines early interventions to promote EF development; however, in developing countries, evidence of EF-related early interventions remains limited. In this study, 70 five-year-old preschool children and their four teachers were divided into an experimental group (EG) and a control group (CG). EG teachers were trained to administer the Intervention Program for Self-regulation and Executive Functions in a classroom context over four and a half months. All children were assessed with tests to measure EF at two time points: before and after the intervention period. EG children exhibited significant gains in attention and inhibition post-intervention. The results suggest that the intervention program is more effective at promoting EF development than the regular curriculum. This finding may have practical relevance to public politics in education, primarily in disadvantaged contexts, as in certain developing countries.
Highlights
In recent years, many studies have highlighted the importance of executive functions (EF) for academic achievement and learning (Blair & Diamond, 2008; Bodrova & Leong, 2007; Diamond, Barnett, Thomas, & Munro, 2007; Rosário et al 2007a; von Suchodoletz et al 2013), mental health (Barnett et al, 2008; Dawson & Guare, 2010; Diamond & Lee, 2011), and success throughout life (Bodrova & Leong, 2003; Diamond & Lee, 2011; Moffitt et al, 2011)
It is known that certain variables can affect EF development at early ages, such as socioeconomic status (Hook, Lawson, & Farah, 2013; Noble, Norman, & Farah, 2005), culture (Carlson, 2009; Lahat, Todd, Mahy, Lau, & Zelazo, 2010), and parent–child interactions (Bernier, Carlson, Deschênes, & MatteGagné, 2012; Bibok, Carpendale, & Müller, 2009; Hammond, Müller, Carpendale, Bibok, & Lebermann-Finestone, 2012), indicating the role of the environment in EF development
Several studies have shown that EF can be improved with training (Blair & Diamond, 2008; Diamond et al, 2007; Diamond & Lee, 2011; Rosário et al 2007b), but such studies remain limited in number and are geographically concentrated in North America and Europe; few such studies have been undertaken in developing countries
Summary
Many studies have highlighted the importance of executive functions (EF) for academic achievement and learning (Blair & Diamond, 2008; Bodrova & Leong, 2007; Diamond, Barnett, Thomas, & Munro, 2007; Rosário et al 2007a; von Suchodoletz et al 2013), mental health (Barnett et al, 2008; Dawson & Guare, 2010; Diamond & Lee, 2011), and success throughout life (Bodrova & Leong, 2003; Diamond & Lee, 2011; Moffitt et al, 2011). It is known that certain variables can affect EF development at early ages, such as socioeconomic status (Hook, Lawson, & Farah, 2013; Noble, Norman, & Farah, 2005), culture (Carlson, 2009; Lahat, Todd, Mahy, Lau, & Zelazo, 2010), and parent–child interactions (Bernier, Carlson, Deschênes, & MatteGagné, 2012; Bibok, Carpendale, & Müller, 2009; Hammond, Müller, Carpendale, Bibok, & Lebermann-Finestone, 2012), indicating the role of the environment in EF development In this regard, several studies have shown that EF can be improved with training (Blair & Diamond, 2008; Diamond et al, 2007; Diamond & Lee, 2011; Rosário et al 2007b), but such studies remain limited in number and are geographically concentrated in North America and Europe; few such studies have been undertaken in developing countries. Inhibition refers to the ability to inhibit inappropriate behaviors (response inhibition or self-control), as well as to control attention and thoughts (interference control) This ability enables the individual to stop and think before answer or make choices and to avoid being distracted by irrelevant stimuli. Other abilities such as planning, reasoning and problem solving are considered higher-order EF and emerge from the three core abilities (Diamond, 2013)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Child Care and Education Policy
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
