Self-directed dramatic and music play programs enhance executive function in Japanese children

Abstract

Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF. This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children. We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group. Daily play programs that focus on children's self-directedness can promote children's EF development.