Executive Function In Preschool Children Research Articles

Association between the internal exposure levels of phthalates and executive function of preschool children

Objective: To investigate the association between the internal exposure levels of phthalic acid esters (PAEs) and executive function (EF) of preschool children. Methods: Between October 2008 and October 2010, pregnant women who accepted pregnancy health care services in four municipal medical and health institutions in Ma'anshan city, Anhui Province, were recruited as study objects. A total of 5 084 pregnant women and 4 669 singleton live births were enrolled in this cohort. The follow-up study was conducted from April 2014 to April 2015. A total of 3 725 data-completed preschool children aged 3 to 6 years older entered in this study. The method of analysis seven metabolites of phthalates in urine was high performance liquid chromatography-tandem mass spectrometry (HPLC-MS/MS) and divided objects into low (P(0)-P(24)), medium (P(25)-P(74)) and high (P(75)-P(100)) groups according to their exposure concentrations. To investigate the executive function of preschool children, we used the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). Univariate and multivariate statistical method was used to analyze the etiology association between the phthalate metabolites levels and preschool children's executive function. Results: In this study, 53.6% (1 997/3 725) of preschoolers were boys, children's age was (51.5±5.6) months. The detection rates of seven phthalate esters were: mono-n-methyl phthalate (MMP) was 99.89% (3 721/3 725); mono-ethyl phthalate (MEP) was 99.97% (3 724/3 725); mono-benzyl phthalate (MBzP) was 69.10% (2 574/3 725); mono-butyl phthalate (MBP), mono-(2-ethyl-5-oxohexyl) phthalate (MEOHP) and mono- (2-ethyl-5-hydroxyhexyl) phthalate (MEHHP) were 100.00% and mono-ethylhexyl phthalate (MEHP) was 99.95% (3 723/3 725). The median concentrations of the seven phthalate metabolites were: 17.71, 15.36, 0.07, 155.24, 10.73, 14.67, 3.59 µg/L, respectively. The median concentrations corrected by urinary creatinine were 29.65, 26.65, 0.12, 257.73, 17.94, 24.80, 6.27 µg/g Cr, respectively. The P(25) and P(7)5 concentration of the total PAEs metabolites corrected by urinary creatinine were 1.20 µmol/g Cr and 3.04 µmol/g Cr. After adjusted the relevant demographic information: children sex, children age in month, maternal age, parental education levels, household exposure to secondhand smoke and whether the child is the only child as confounds, multivariate logistic regression model showed that the risk of inhibitory self-control index (ISCI) dysplasia in MEHHP high concentration group and MEOHP high concentration group were 1.71 and 1.54 times (OR=1.71, 95% CI: 1.11-2.62; OR=1.54, 95% CI: 1.01-2.34) than in low concentration group. The risk of ISCI dysplasia in total PAEs metabolites high concentration group was 1.55 times (OR=1.55, 95% CI: 1.00-2.38) than in low concentration group. Conclusion: Phthalates exposure may damage the executive function of preschool children.

Effect of Mini-Trampoline Physical Activity on Executive Functions in Preschool Children.

The study investigated the effect of mini-trampoline physical activity on the development of executive functions (EF) in Chinese preschool children. Fifty-seven children aged 3–5 were randomly assigned to an intervention group (n = 29) and a control group (n = 28). The children in the intervention and control group had the same classes and care service in the preschool, but children in the intervention group had an extra 20 min of trampoline training after school for 5 school days per week in the 10-week intervention. Spatial conflict arrow (SCA), animal Go/NoGo (GNG), working memory span (WMS), and flexible item selection (FIS) were used to assess children's EF before and after the intervention. Results revealed that no significant differences emerged in the SCA, GNG, WMS, and FIS tests between two groups postintervention. Findings indicated that a 10-week trampoline PA training may not be sufficient to trigger the improvement of preschool children's EF. Future research with larger representative samples is warranted to discern the dose-response evidence in enhancing young children's EF through physical activity.

Executive functions in preschool children: development and relationships with language and behavior

A avaliacao da cognicao e do comportamento na Educacao Infantil tem sido alvo de diversas pesquisas, as quais sugerem a importância dessa fase escolar para o desenvolvimento das criancas, assim como a possibilidade de identificar precocemente sinais preditores de futuras dificuldades de aprendizagem. Dentre as habilidades relacionadas a aprendizagem estao as funcoes executivas (FEs), que se relacionam a comportamentos orientados a objetivos que permitem ao individuo agir de forma adaptativa no mundo. Ha evidencias de que criancas que possuem melhor desempenho em atividades de FEs tem melhor desempenho escolar e melhores indicadores comportamentais. O objetivo dessa pesquisa foi investigar o desenvolvimento das FEs e sua relacao com a linguagem e comportamento em criancas de 3 a 6 anos. Participaram 32 criancas, de ambos os sexos, do Maternal e Niveis 1 e 2, de uma escola particular de Educacao Infantil de Sao Paulo. Os instrumentos utilizados para avaliar as FEs foram Teste de Trilhas, Teste de Stroop Computadorizado para pre-escolares, Teste de Atencao por Cancelamento e Inventario de FEs e Regulacao Infantil (IFERI). Para avaliar a linguagem oral foram utilizadas a Prova de Consciencia Fonologica por Producao Oral, o Teste de Vocabulario por Imagens Peabody, o Teste de Repeticao de Palavras e Pseudopalavras e o Teste Infantil de Nomeacao. A linguagem escrita foi avaliada pelo reconhecimento de letras e sons, escrita do nome e leitura e escrita. O comportamento infantil foi avaliado pelo Strengths and Difficulties Questionnaire (Questionario de Capacidades e Dificuldades - SDQ). Os questionarios foram respondidos por responsaveis e professores das criancas. Analises parametricas e nao parametricas revelaram efeito de serie em pelo menos uma medida de todos os instrumentos utilizados, com excecao do IFERI-Pais, indicando que as FEs tendem a se desenvolver com a progressao escolar. Houve varias correlacoes significativas entre testes de uma mesma habilidade e tambem entre diferentes medidas. Nos testes que avaliam FEs, as medidas que avaliam atencao tiveram correlacoes muito altas e altas com medidas de linguagem oral e linguagem escrita. Esse resultado ressalta que, de fato, as FEs parecem estar relacionadas com a leitura e a escrita, sendo importantes para o desenvolvimento da linguagem oral e para o inicio da alfabetizacao. Tais relacoes sao consideradas originais, havendo pouca referencia sobre isso, tanto nacional quanto internacionalmente. Esse resultado deve ser investigado de forma mais especifica em pesquisas futuras e pode revelar que, desde idades bastante precoces, as FEs ja sao importantes para o desenvolvimento da linguagem oral, e vice-versa, talvez em uma relacao bilateral de influencia mutua. As analises de correlacao entre os testes e as respostas nos inventarios demonstraram poucas correlacoes significativas de alta magnitude, porem menores escores nos testes de FEs tenderam a se relacionar com mais queixas nas situacoes que avaliam as funcoes executivas (IFERI) e comportamentos (SDQ), relatados por pais e professores. A presente pesquisa corroborou os pressupostos teoricos sobre o efeito de serie das FEs em criancas da Educacao Infantil, assim como revelou relacoes significativas entre FEs, linguagem oral e escrita e medidas comportamentais. Embora nao seja possivel derivar uma relacao causal, os resultados corroboram a importância de se identificar atrasos no desenvolvimento das habilidades avaliadas e desenvolver intervencoes precoces.

Motor skills in kindergarten: Internal structure, cognitive correlates and relationships to background variables

The present study aimed to contribute to the discussion about the relation between motor coordination and executive functions in preschool children. Specifically, the relation between gross and fine motor skills and executive functions as well as the relation to possible background variables (SES, physical activity) were investigated. Based on the data of N=156 kindergarten children the internal structure of motor skills was investigated and confirmed the theoretically assumed subdivision of gross and fine motor skills. Both, gross and fine motor skills correlated significantly with executive functions, whereas the background variables seemed to have no significant impact on the executive functions and motor skills. Higher order control processes are discussed as an explanation of the relation between executive functions and motor skills.

Educational Robotics intervention on Executive Functions in preschool children: A pilot study

Educational Robotics (ER) is known for its effects on academic achievement and scientific concepts. Few studies have demonstrated ER effects on cognitive skills and no evidence exists on the role of ER in promoting Executive Functions, key elements in early school readiness and cognitive milestone achievements. The aim of this study was to evaluate, for the first time, the short-term effects in Preschool children of an intensive ER training on Executive Functions. A sample of 12 children (age range: 5–6 years) took part to an intensive ER-Lab for 13 sessions (6 weeks) by using a bee-shaped robot, called Bee-Bot®. The children were tested three times (baseline, pre and post ER-Lab) with a neuropsychological battery. The main finding was a significant improvement in both visuo-spatial working memory and inhibition skills after the ER-Lab period, with a significant effect also on robot programming skills. These data provide scientific support to the hypothesis that ER is suitable in progressively improving abilities in planning and controlling complex tasks in early childhood, fostering executive functions development.

Effects of Structured Physical Activity Program on Chinese Young Children's Executive Functions and Perceived Physical Competence in a Day Care Center.

Purpose To examine the effects of a structured physical activity program on executive functions and perceived physical competence as compared to a traditional recess among preschool children. Methods Participants were 40 preschool children aged 4-5 from an urban child care center in a southern Chinese metropolitan area. Prior to the intervention, baseline assessments of children's executive functions and perceived physical competence were conducted. Children were then assigned to (1) intervention condition: a structured physical activity intervention group; (2) control condition: free-activity recess. The structured physical activity or recess programs were provided to the intervention and control groups 30 minutes daily for 3 months, respectively, followed by the identical postintervention measures. Results Thirty-nine children (19 girls; mean age = 4.67 years old, BMI = 15.54 ± 1.21) were included in the analysis. In general, children's executive functions and perceived physical competence increased over time. Repeated measures analysis of variance revealed the intervention group had significant greater increases in executive functions compared to the control children (F(1, 37) = 4.20, p = 0.04, η2 = .10), yet there were no greater increases in perceived physical competence (F(1, 37) = 2.35, p = 0.13, η2 = .06). Conclusion The intervention exerted significant greater increases in executive functions in preschool children. It is meaningful to offer structured physical activity programs in day care centers.

Estilos parentais e desenvolvimento das funções executivas: estudo com crianças de 3 a 6 anos

Este estudo analisou a relação entre estilo parental dos responsáveis e funções executivas em pré-escolares, pois pesquisas prévias sugerem que características do ambiente familiar podem influenciar o desenvolvimento dessas funções. Participaram 30 crianças, de 3 a 6 anos, e seus responsáveis. Estes responderam o Inventário de Estilos Parentais e as crianças, Teste de Stroop Semântico, Teste de Atenção por Cancelamento e Teste de Trilhas para pré-escolares. Correlações de magnitude baixa a moderada evidenciaram, de modo geral, que quanto mais apropriado o estilo parental dos pais, melhor o controle de interferência dos filhos. Também observou-se que, quanto maior a inconsistência na punição, maior o tempo de reação da criança na parte incongruente do Teste de Stroop e mais ela é afetada pela incongruência, porém, conforme a parte B do Teste de Trilhas, maior a sua flexibilidade. Portanto observaram-se relações entre estilo parental e funções executivas na amostra avaliada.

Emotional Availability Modulates Electrophysiological Correlates of Executive Functions in Preschool Children.

Executive functions (EFs) – a set of cognitive control abilities – mediate resilience to stress and are associated with academic achievement and health throughout life. They are crucially linked to prefrontal cortex function as well as to other cortical and subcortical brain functions, which are maturing throughout childhood at different rates. Recent behavioral research suggested that children’s EFs were related to parenting quality and child attachment security, but the neural correlates of these associations are unknown. With this study we tested in 4- to 6-year-old healthy children (N = 27) how emotional availability (EA) of the mother-child-interaction was associated with behavioral and electrophysiological correlates of response inhibition (a core EF) in a Go/Nogo task, using event-related potential recordings (ERPs), and with behavioral performance in a Delay of Gratification (DoG) and a Head-Toes-Knees-Shoulders task (HTKS). Our data showed that the Go/Nogo task modulated children’s ERP components resembling adult electrophysiological indices of response inhibition - the N2 and P3/LPC ERPs-, but the children’s N2 and P3/LPC ERPs showed longer latencies. Higher maternal autonomy-fostering behavior and greater child responsiveness were significantly associated with smaller children’s N2 Go/Nogo effects at fronto-central and parietal sites and with greater Go/Nogo effects in the N2 time window at occipital sites, over and above children’s age and intelligence. Additionally, greater maternal sensitivity and a higher dyadic EA quality of the mother-child-interaction went along with greater occipital Go/Nogo effects in the N2 time window, but this effect clearly diminished when we controlled for children’s age and intelligence. Higher maternal autonomy-support was also positively associated with better HTKS performance, and higher dyadic EA quality went along with higher HTKS and DoG scores. However, no significant associations were found between EA variables and the behavioral response inhibition measures of the Go/Nogo task. Our results suggest that parenting qualities modulate the functionality of neural circuits involved in response inhibition, an important component of EFs. This finding, thus, indicates that parent–child interactions shape the neurocognitive development underlying EFs.

Maternal and Paternal Mental‐state Talk and Executive Function in Preschool Children

AbstractThe present study examined the relationship between parents’ mental‐state talk and preschoolers’ executive function. Seventy‐two children participated in the present study, as well as their mothers and fathers. When children were enrolled in the second preschool year, mothers’ and fathers’ use of mental‐state references were assessed during a shared picture‐book reading task with the child. Later, four months before admission to the first grade, preschoolers’ executive function was measured. Hierarchical regression analysis revealed that maternal, but not paternal, mental‐state talk was a significant predictor of children's executive function composite, even after accounting for child gender, age, verbal ability, and parental education. When looking at each of the EF components, maternal mental‐state talk proved to be a predictor of set‐shifting whereas no significant relations emerged with inhibitory control or working memory. These findings add to prior research on parenting quality and executive function in preschoolers.

Effect of parents' occupational and life environment exposure during six months before pregnancy on executive function of preschool children

To examine the effect of parents' occupational and life exposure during six months before pregnancy on executive function of preschool children. Pregnant women involved in the study came from the Ma'anshan Birth Cohort Study,a part of the China-Anhui Birth Cohort Study. Between October 2008 and October 2010, pregnant women who accepted pregnancy care in four municipal medical and health institutions in Ma'anshan city were recruited as study objects. A total of 5,084 pregnant women and 4,669 singleton live births entered in this cohort. Between April 2014 and April 2015, a total of 3,803 pre-school children were followed up. Finally, except 32 preschool children did not have EF evaluation result, there were 3,771 children included in this study. By using self-designed " Maternal health handbook", we researched parents' general demographic characteristics, and life and occupational exposure during six months before pregnancy. To research preschool children's executive function, we used the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). Univariate and multivariate statistical method was used to analyze the association of parents' life and occupational exposure during six months before pregnancy and preschool children's EF. 3,771 preschool children's detected rate of inhibitory self-control index (ISCI), flexibility index (FI), emergent metacognition index (EMI) and global executive composite (GEC) dysplasia were 4.8% (182), 2.3% (88), 16.5% (623) and 8.6% (324) respectively. During six months before pregnancy, children whose parents were lived in a noise environment (OR=1.86, 95% CI: 1.36-2.54), whose maternal were exposed to pesticides were the risk of ISCI dysplasia(OR=3.60, 95% CI: 1.45-8.95). During six months before pregnancy, children whose maternal were exposed to pesticides (OR=6.72, 95% CI: 2.50-18.07) and whose father were exposed to occupational lead (OR=2.10, 95% CI: 1.25-3.54) were the risk of FI dysplasia. During six months before pregnancy, children whose parents were lived in a noise environment (OR=1.42, 95%CI: 1.18-1.71) and whose father were exposed to occupational lead (OR=1.30, 95%CI: 1.02-1.65) were the risk of EMI dysplasia. During six months before pregnancy, children whose parents were lived in a noise environment (OR=1.58, 95% CI: 1.24-2.01) and whose maternal were exposed to pesticides (OR=2.39, 95% CI: 1.02-5.58) were the risk of GEC dysplasia. The development of executive function is worse among preschool children whose parents live in noise environment, mother exposed to pesticides, and father exposed to occupational lead during six months before pregnancy.

The Assessment of Validity and Reliability of Behavior Rating Inventory of Executive Functions in Iranian Pre-School Children

Background: Executive functions are among abilities which school children require for learning in the future and deficit in executive functions in preschool children can continue into the older age and leads to serious problems in children in relation to doing their homework and other personal affairs. Objectives: The objective of the present study is to determine the validity, reliability and factor structure of the per-school version of behavioral rating inventory of executive functions (parent’s form) in Iranian children. Patients and Methods: The present study comprised 592 children aged from 2 - 5 years selected from pre-school centers of the city of Isfahan in 2013 - 2014 using cluster random sampling method, with their parents answering the questions asked in this inventory. The correlation coefficient among items with a total score of factors, Cronbach’s alpha coefficient, confirmatory factor analysis, and the correlation coefficient among the subscales were used to measure the reliability and internal consistency of the inventory. Results: Confirmatory factor analysis confirmed embedding items and the five-factor structure of the inventory including inhibition, shift, and emotional control, working memory and planning. In addition, Cronbach’s alpha coefficient was at satisfactory level for each of the factors and the total score of the scale (≥ 0.60). Conclusions: In general, it can be concluded that the behavior rating inventory of executive function (BRIEF) for preschool-aged children is a reliable and valid instrument for measuring executive functions of Iranian children, and can be used as a suitable means for psychological research and clinical situations.

The relationship between executive function in preschool children and parenting

The relationship between executive function in preschool children and parenting

Knowing When to Be "Rational": Flexible Economic Decision Making and Executive Function in Preschool Children.

Failure to delay gratification may not indicate poor control or irrationality, but might be an adaptive response. Two studies investigated 3.5- and 4.5-year-old children's ability to adapt their delay and saving behavior when their preference (e.g., to delay or not delay) became nonadaptive. In Study 1 (N = 140), children's delay preference was associated with a risk of losing rewards. In Study 2 (N = 142), children's saving preference was associated with an inability to play an attractive game. Whereas baseline delaying and saving preferences were unrelated to a standardized executive function measure, children who switched to their nonpreferred choice scored higher, suggesting flexibility of decision-making may be a more meaningful dependent variable than baseline performance in developmental research on self-control.

Factor structure of the Behavior Rating Inventory of Executive Functions (BRIEF-P) at age three years

The preschool period is an important developmental period for the emergence of cognitive self-regulatory skills or executive functions (EF). To date, evidence regarding the structure of EF in preschool children has supported both unitary and multicomponent models. The aim of the present study was to test the factor structure of early EF as measured by the Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P). BRIEF-P consists of five subscales and three broader indexes, hypothesized to tap into different subcomponents of EF. Parent ratings of EF from a nonreferred sample of children recruited from the Norwegian Mother and Child Cohort Study (N = 1134; age range 37–47 months) were subjected to confirmatory factor analyses (CFA). Three theoretically derived models were assessed; the second-order three-factor model originally proposed by the BRIEF-P authors, a “true” first-order one-factor model and a second-order one-factor model. CFA fit statistics supported the original three-factor solution. However, the difference in fit was marginal between this model and the second-order one-factor model. A follow-up exploratory factor analysis (EFA) supported the existence of several factors underlying EF in early preschool years, with a considerable overlap with the five BRIEF-P subscales. Our results suggest that some differentiation in EF has taken place at age 3 years, which is reflected in behavior ratings. The internal consistency of the BRIEF-P five clinical subscales is supported. Subscale interrelations may, however, differ at this age from those observed in the preschool group as a whole.

Primary preventive programs for risk behavior: Results from a study in high poverty areas of Mexico

IntroductionViolence is a phenomenon involving the interaction of biological, psychological, and social factors. Several studies have developed programs to prevent the occurrence of these behaviors in children, adolescents and adults. When these programs focus on mothers of young children, not only is there an improvement of child cognitive, emotional and social development, but also the whole family benefits from it. ObjectiveTo assess the effects of the Programa de Entrenamiento Materno Infantil: Enfoque Neuropsicológico (PREMIEN) in maternal parenting style behaviors and its impact on the development of executive functions in preschool children. MethodsA descriptive, prospective, correlational study was conducted using a convenience sample that included 40 dyads of mothers and their children between 3 and 6 years old. A control group of 43 children whose mothers did not attend the PREMIEN intervention was paired to the PREMIEN sample in order to compare results at post test assessment. The PREMIEN program was implemented and it provides strategies to the mothers so as to promote physical, cognitive and emotional development of their children. A pre and post assessment of children's perception of parental style of his mother and the development of executive functions was performed. ResultsThere were changes in perception of parenting style by children at post test and with the control group. There was also an increase in their scores on tasks of executive functions at post test and compared to a control group. ConclusionsEducational interventions that provide mothers with strategies and knowledge regarding the cognitive and emotional development of their preschool children, have an impact on mother–child relationship, promoting interpersonal affective behavior and mother responsiveness to the needs of their children and they also promote the development of self-control and regulation of children, which allow them a functional social adjustment, thus preventing the onset of antisocial behavior.

Executive function in preschool children prenatally exposed to methadone or buprenorphine

Although an increasing number of children are born with prenatal methadone or buprenorphine exposure, little is still known about the potential long-term effects of these opioids. The aim of this study was to investigate executive function (EF) in children of women in opioid maintenance therapy (OMT). A total of 66 children (aged 48–57 months) participated in the study, 35 of which had histories of prenatal methadone or buprenorphine exposure. EF was measured using a battery of neuropsychological tests and the Behavior Rating Inventory of Executive Function—Preschool Version (BRIEF-P). Results showed that children of women in OMT perform lower on tasks of short-term memory and inhibition compared to nonexposed children, which was mainly associated with lower maternal education and employment rate. The OMT group scored significantly lower on all EF tasks compared to the nonexposed group, although scores fell within the average range on all measures. The development of these children should be monitored to assess for the possible problem behaviors and to promote optimal outcomes.

Executive function predicts artificial language learning.

Previous research suggests executive function (EF) advantages among bilinguals compared to monolingual peers, and these advantages are generally attributed to experience controlling two linguistic systems. However, the possibility that the relationship between bilingualism and EF might be bidirectional has not been widely considered; while experience with two languages might improve EF, better EF skills might also facilitate language learning. In the current studies, we tested whether adults' and preschool children's EF abilities predicted success in learning a novel artificial language. After controlling for working memory and English receptive vocabulary, adults' artificial language performance was predicted by their inhibitory control ability (Study 1) and children's performance was predicted by their attentional monitoring and shifting ability (Study 2). These findings provide preliminary evidence suggesting that EF processes may be employed during initial stages of language learning, particularly vocabulary acquisition, and support the possibility of a bidirectional relationship between EF and language acquisition.

Executive Functions in Preschool Children With ADHD and DBD: An 18-Month Longitudinal Study

In this longitudinal study, we examined the stability of the association between executive functions and externalizing behavior problems, and the developmental change of executive functions in a predominately clinically diagnosed preschool sample (N = 200). Inhibition and working memory performance were assessed three times in 18 months. Across time, poorer inhibition performance in young children was associated with attention deficit hyperactivity disorder (ADHD) and disruptive behavior disorders (DBD), and poorer working memory performance was associated with ADHD. Inhibition and working memory performance increased over time, especially in the early preschool period. The improvement of inhibition performance was more pronounced in the clinically diagnosed children compared to the TD children.

Executive functions in preschool children with cerebral palsy – Assessment and early intervention – A pilot study

Objective: To assess the level of executive functioning among preschool children with cerebral palsy (CP) and evaluate effects of the Program Intensified habilitation (PIH). Methods: In this non-randomized, prospective study, 15 preschool children with CP, and their parents attended the PIH for a 1-year period. Executive functions were evaluated using the Behavior Rating Inventory of Executive functions – Preschool version (BRIEF-P), filled out by parents and preschool teachers. Results: Before PIH, scores of executive function difficulties were close to the general population mean. After PIH, fathers and preschool teachers reported reduced levels of executive difficulties on, respectively, the Emergent Metacognition Index and the Flexibility Index on the BRIEF-P. Mothers reported no changes. Conclusion: The children in our sample showed age-appropriate levels of executive functions before attending PIH. Some aspects of executive skills difficulties were reduced after PIH. Using BRIEF-P contributed to the differentiation of cognitive strengths and weaknesses among the children.

Developing Executive Control Skills in Preschool Children With Language Impairment

This article discusses executive functions in preschool children with language impairments. Critical stages of executive function development are reviewed with respect to the key skills of inhibition, working memory and cognitive flexibility. Strategies for assessing executive functions are presented. Finally the article describes strategies for developing inhibitory control, planning and cognitive flexibility in preschool children, in the context of their language therapy sessions, in the classroom, and in the home.