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BRIEF RESEARCH REPORT article
Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 9 - 2024 |
doi: 10.3389/feduc.2024.1421037
Preschoolers' Executive Function: Effect of the Duration of Preschool Attendance and Quality of Teacher-Child Interactions
Provisionally accepted- Lomonosov Moscow State University, Moscow, Russia
The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4-7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than one year was 144; 268 children (28.3%) had attended for one to two years; and 535 children (56.5%) had attended for more than two years. The results showed that the children who attended a group with a high quality of teacher-child interaction for one or more years had better results on verbal work memory, and cognitive and physical inhibitory control than those who attended the same group over a shorter period.
Keywords: executive functions, cognitive development, Teacher-child interactions, Kindergarten attendance, Preschool children
Received: 21 Apr 2024; Accepted: 15 Jul 2024.
Copyright: © 2024 Gavrilova, Karimova, Solopova, Veraksa and Yakushina. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Anastasia Yakushina, Lomonosov Moscow State University, Moscow, Russia
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