Shaping executive function in pre-school: The role of early educational practice

Recent approaches to the development of Executive Function (EF) claim that it is trainable. Purpose-designed programs have proved successful in training EF skills in young children. If the EF is permeable to training from an early age, then the type of educational practice in the first years may as...

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Detalles Bibliográficos
Autores: Guerrero Moreno, Silvia, Núñez, María, Corbacho, Cristina
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Complutense de Madrid (UCM)
Repositorio:Docta Complutense
Idioma:inglés
OAI Identifier:oai:docta.ucm.es:20.500.14352/113723
Acceso en línea:https://hdl.handle.net/20.500.14352/113723
Access Level:acceso abierto
Palabra clave:Executive function
Early educational practice
Preschool
Self-regulation
Psicología evolutiva
Psicología de la educación (Psicología)
6102.01 Psicología Evolutiva
6102.04 Psicología Escolar
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spelling Shaping executive function in pre-school: The role of early educational practiceGuerrero Moreno, SilviaNúñez, MaríaCorbacho, CristinaExecutive functionEarly educational practicePreschoolSelf-regulationPsicología evolutivaPsicología de la educación (Psicología)6102.01 Psicología Evolutiva6102.04 Psicología EscolarRecent approaches to the development of Executive Function (EF) claim that it is trainable. Purpose-designed programs have proved successful in training EF skills in young children. If the EF is permeable to training from an early age, then the type of educational practice in the first years may as well have an effect. Despite the important implications of this thesis, there is limited evidence of the role of early educational practice in shaping the EF. Previous studies suggest that children in Montessori schools, which promote autonomy and self-regulation, often perform better on EF tasks than children in conventional schools. Evidence to date, however, is not unequivocal across the studies due to a number of factors, including the heterogeneity of the tasks used to assess EF and/or possible baseline differences in the groups that are compared. Here we compare the EF skills of fifty-eight, 4- to 6-year-olds of a similar socio-economic background who had been attending either a Montessori preschool or a conventional preschool for the same period of time. Their performance was assessed with different tasks involving a range of EF processes, such as working memory, cognitive flexibility, inhibitory control, and self-regulation. Results show an advantage of Montessori preschoolers in all EF tasks. More broadly, findings suggest that even when EF skills are not purposelyElsevierUniversidad Complutense de Madrid20232023-06-0720232023-06-07journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14352/113723reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)InglésengAgencia Estatal de Investigación http://dx.doi.org/10.13039/501100011033 Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023 PID2021-125363NB-100open accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/1137232026-06-02T12:44:21Z
dc.title.none.fl_str_mv Shaping executive function in pre-school: The role of early educational practice
title Shaping executive function in pre-school: The role of early educational practice
spellingShingle Shaping executive function in pre-school: The role of early educational practice
Guerrero Moreno, Silvia
Executive function
Early educational practice
Preschool
Self-regulation
Psicología evolutiva
Psicología de la educación (Psicología)
6102.01 Psicología Evolutiva
6102.04 Psicología Escolar
title_short Shaping executive function in pre-school: The role of early educational practice
title_full Shaping executive function in pre-school: The role of early educational practice
title_fullStr Shaping executive function in pre-school: The role of early educational practice
title_full_unstemmed Shaping executive function in pre-school: The role of early educational practice
title_sort Shaping executive function in pre-school: The role of early educational practice
dc.creator.none.fl_str_mv Guerrero Moreno, Silvia
Núñez, María
Corbacho, Cristina
author Guerrero Moreno, Silvia
author_facet Guerrero Moreno, Silvia
Núñez, María
Corbacho, Cristina
author_role author
author2 Núñez, María
Corbacho, Cristina
author2_role author
author
dc.contributor.none.fl_str_mv Universidad Complutense de Madrid
dc.subject.none.fl_str_mv Executive function
Early educational practice
Preschool
Self-regulation
Psicología evolutiva
Psicología de la educación (Psicología)
6102.01 Psicología Evolutiva
6102.04 Psicología Escolar
topic Executive function
Early educational practice
Preschool
Self-regulation
Psicología evolutiva
Psicología de la educación (Psicología)
6102.01 Psicología Evolutiva
6102.04 Psicología Escolar
description Recent approaches to the development of Executive Function (EF) claim that it is trainable. Purpose-designed programs have proved successful in training EF skills in young children. If the EF is permeable to training from an early age, then the type of educational practice in the first years may as well have an effect. Despite the important implications of this thesis, there is limited evidence of the role of early educational practice in shaping the EF. Previous studies suggest that children in Montessori schools, which promote autonomy and self-regulation, often perform better on EF tasks than children in conventional schools. Evidence to date, however, is not unequivocal across the studies due to a number of factors, including the heterogeneity of the tasks used to assess EF and/or possible baseline differences in the groups that are compared. Here we compare the EF skills of fifty-eight, 4- to 6-year-olds of a similar socio-economic background who had been attending either a Montessori preschool or a conventional preschool for the same period of time. Their performance was assessed with different tasks involving a range of EF processes, such as working memory, cognitive flexibility, inhibitory control, and self-regulation. Results show an advantage of Montessori preschoolers in all EF tasks. More broadly, findings suggest that even when EF skills are not purposely
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-06-07
2023
2023-06-07
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/113723
url https://hdl.handle.net/20.500.14352/113723
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agencia Estatal de Investigación http://dx.doi.org/10.13039/501100011033 Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023 PID2021-125363NB-100
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
collection Docta Complutense
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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