Adaptive cognitive control in 4 to 7-year-old children and potential effects of school-based yoga-mindfulness interventions: an exploratory study in Italy

Frontiers in Psychology, Год журнала: 2025, Номер 16

Опубликована: Янв. 24, 2025

Introduction Recent findings showed that adaptive cognitive control (CC) can be instantiated by bottom-up mechanisms, including statistical contingency of event occurrence. However, the developmental evidence in this domain remains limited. Methods To address gap, our study delves into exploration different mechanisms underlying CC a substantial cohort young children (211 participants aged between 4 and 7 years). We utilized Dynamic Temporal Prediction (DTP) task modified version Flanker to assess effect context predictability on motor preparation/inhibition interference control, respectively. Furthermore, as part an exploratory designed evaluate feasibility school-based program Italy, all underwent re-testing session after 8-week intervention involving yoga-mindfulness. Results suggested exploit global probabilistic changes optimize preparation/ inhibition while counterbalancing fatigue effects. Moreover, they successfully modulate function environmental contingencies, displaying more optimal conflict resolution when proactive is engaged. Finally, we observed post-intervention increase capability implicitly adapt boosting functions. Discussion Overall, these confirmed already present preschool-aged children, extending results include 4-years-olds. Additionally, yoga-mindfulness programs are feasible might improve children’s flexibly proactively requests promoting proficiency.

Язык: Английский

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Play to Foster Children’s Executive Function Skills: Exploring Short-and Long-Term Effects of Digital and Traditional Types of Play

International Journal of Early Childhood, Год журнала: 2023, Номер 56(3), С. 687 - 709

Опубликована: Ноя. 16, 2023

Язык: Английский

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Toy Preferences among 3-to-4-Year-Old Children: The Impact of Socio-Demographic Factors and Developmental Characteristics

Psychology in Russia State of Art, Год журнала: 2023, Номер 16(2), С. 72 - 84

Опубликована: Янв. 1, 2023

Today's common typologies and categories of children's toys are mainly decided by the manufacturers retailers products. Such categorizations not based on a theoretical understanding child development therefore cannot provide information about opportunities that for young.This study proposed three criteria categorizing cultural-historical approach: their degree realism; anthropomorphism; detail. These were chosen as result an analysis works carried out in framework approach.The tested through experiment measuring toy preferences. The participants 129 children ages 3-4 years. Experimental data confirmed most do prefer realistic detailed rather than those with fewer these properties. contribution socio-demographic factors individual developmental indicators to preference was also analyzed.The revealed among various factors, only child's gender number siblings family acted significant predictors None characteristics (nonverbal intelligence, executive functions, emotional understanding) found be particular toys.The assumption can assessed terms realism detail empirical support. results this may useful designing further research practical issue selection age

Язык: Английский

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Assessment of preschool‐age executive functions: A systematic review

Clinical Psychology & Psychotherapy, Год журнала: 2022, Номер 29(4), С. 1374 - 1391

Опубликована: Фев. 3, 2022

Executive functions (EF) are higher-order cognitive processes present in the prefrontal cortex and fundamental planning, executing monitoring goal-oriented behaviours. Evaluating EF early stages of child development is essential for identifying any alterations young children, given that it allows intervention minimizes future complications. Additionally, contributes to a better understanding this construct age bracket, as well its operational model. Study has recently been focus multiple researchers; however, there still serious lack instruments measurements validated towards children's bracket. This systematic review's main goal evaluate and/or tasks serve analyse their components between ages 36 72 months. Forty-nine studies were analysed, containing tools oriented constituent components. Results indicate existence various grade different independently from one another; nevertheless, they also confirm global measurement instrument or method. Therefore, review presents itself an important contribution study EF, stressing not only importance further investing into constructing validating new evaluating but operating models executive functioning, especially bracket where comprehending notoriously difficult.

Язык: Английский

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The role of executive functions in symbolic and situational mathematical abilities

European Journal of Psychology of Education, Год журнала: 2024, Номер 40(1)

Опубликована: Ноя. 8, 2024

Язык: Английский

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A Pragmatic Turn in the Study of Early Executive Functions by Object Use and Gestures. A Case Study from 8 to 17 Months of Age at a Nursery School

Integrative Psychological and Behavioral Science, Год журнала: 2020, Номер 57(2), С. 607 - 654

Опубликована: Окт. 19, 2020

The two first years of life are critical in the development Executive Functions (EF). However, very little is known about their early manifestations, how they develop, relate to other psychological constructions or status people's influence this development. study EFs has been carried out through standardised tasks, but some authors question ecological validity and suggest an approach involving everyday situations challenges that children set for themselves. In article we review these issues relation manifestations EFs. We secondly present a longitudinal case at nursery school child between ages 8 17 months, considering means he employed order resolve them. found that, from months age, gave himself functional uses objects instruments. He regulated his own behavior both object instrument private gestures. also involved teacher months. This finding suggests (1) material world particularly important EF, (2) teachers' interventions essential. Implications findings education discussed.

Язык: Английский

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The Construction of Executive Function in Early Development: The Pragmatics of Action and Gestures

Human Development, Год журнала: 2022, Номер 66(4-5), С. 239 - 259

Опубликована: Янв. 1, 2022

The position I take in this paper is that investigation of the construction and development executive function (EF) cognitive self-regulation must give children opportunity to behave with initiative, as agents they are. It be based on children’s goal-directed behaviours challenges face achieve their own goals from last third first year life. consider interests, ecological validity situations, social context. Investigation into origin early firmly anchored within a developmental framework. will suggest such framework provided by functional turn developed School Geneva 1970s its influence Pragmatics Object perspective. According pragmatic approach, actions (private) gestures are central emergence EF.

Язык: Английский

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Growth of Executive Functions in Preschool-Age Children During the COVID-19 Lockdown: Empirical Evidence

Psychology in Russia State of Art, Год журнала: 2022, Номер 2, С. 125 - 136

Опубликована: Янв. 1, 2022

During the lockdown for COVID-19, children were limited in a number of activities which are essential development executive functions (play, social interaction, and organized sport). Earlier studies found an increase function issues during pandemic, based on caregivers' reports.The present study was pioneer exploring dynamics children's lockdown. Our purpose to explore effect growth over one-year period, as compared their peers before pandemic.The sample consisted two cohorts children. All had been attending same kindergartens but different periods time. The both groups assessed twice, with year's break in-between (the first group pandemic; second, pandemic). These comparable gender composition, age, family's place residence.The results have confirmed concerns about slower functioning versus especially cognitive flexibility working memory. Inhibition not significantly affected by Moderation analysis showed that impacted girls differently than boys terms negative restrictions memory higher females.Our findings illuminate effects pandemic-related For memory, isolation varied depending child's gender.

Язык: Английский

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Dramatic Perezhivanie as a driver of executive functions development through role-play in early childhood: Theoretical framework and experimental evidence

Frontiers in Psychology, Год журнала: 2022, Номер 13

Опубликована: Ноя. 18, 2022

Role-play in early childhood is associated with development of executive functions (EFs), although study results remain inconsistent. Due to the complex nature role-play, underlying mechanisms these associations are not obvious. In this article, play viewed framework cultural-historical approach as a special social situation that can become if it dramatic perezhivanie child. study, we compared level EFs and behavior between two contexts: guided by an adult one less involvement. Play was analyzed based on five behavioral measures suggested be markers perezhivanie. Measures were taken before after experimental procedure. Results show might considered driver through role-play childhood. As well this, involvement into different patterns dynamics intervention. Future work investigate construct perezhivanie, microsocial development, micro-crisis explain variability association child development.

Язык: Английский

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Do Children Need Adult Support During Sociodramatic Play to Develop Executive Functions? Experimental Evidence

Frontiers in Psychology, Год журнала: 2021, Номер 12

Опубликована: Дек. 6, 2021

The cultural-historical approach provides the deep theoretical grounds for analysis of children’s play. Vygotsky suggested three critical features play: switching to an imaginary situation, taking on a play role, and acting according set rules defined by role. Collaboration, finding ideas materials creating defining roles, planning plot are complex tasks children. However, question is, do children need educator’s support during develop their executive functions, what extent? This experimental study was aimed at answering this inquiry. four modes sociodramatic were created which differed in adult intervention, from non-involvement its entire organization. could be child-led (with help), adult-led, or free (without any intervention); there also control group where heard same stimulus stories as other groups but then followed them up with drawing activity instead activity. revealed that, firstly, ways involvement potential respect development and, secondly, influence not equal different components functions. Free experiment beneficial condition studied compared conditions involving participation Furthermore, type intervention stimulated various organization had positive impact general development. In contrast, adult’s assistance effect inhibitory control. results can helpful when considering educational practices within engaging learning around world.

Язык: Английский

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