AUTHOR=Gavrilova Margarita , Karimova Aleksandra , Solopova Oksana , Veraksa Aleksander , Yakushina Anastasia TITLE=Preschoolers’ executive function: effect of the duration of preschool attendance and quality of teacher-child interactions JOURNAL=Frontiers in Education VOLUME=9 YEAR=2024 URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1421037 DOI=10.3389/feduc.2024.1421037 ISSN=2504-284X ABSTRACT=

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 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more than 2 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.