Skip to Main Content

Psychological Science and Education
2018. Vol. 23, no. 6, 85–96
doi:10.17759/pse.2018230608
ISSN: 1814-2052 / 2311-7273 (online)

Association between Educational Environment in Kindergarten and Executive Functions in Preschool Age

1061

A.K. Belolutskaya, A.N. Veraksa, O.V. Almazova, D.A. Bukhalenkova, M.N. Gavrilova, I.B. Shiyan

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

This paper presents an empirical study on the interrelationship between levels of regulatory functions development in preschool children and the quality of preschool education.The study involved 31 groups of preschool children in Moscow (657 children aged 5—6 years).ECERS-R scales and the NEPSY-II battery were used.A number of significant correlations was revealed between such components of regulatory functions as verbal working memory, visual-spatial working memory, inhibitory control, cognitive flexibility and various environmental factors.The paper stresses the importance of creating conditions for recreation and relaxation as well as for the development of gross motor skills, and highlights the significance of group interaction for the development of regulatory functions in children.

General Information

Keywords: regulatory functions, quality of preschool education, verbal memory, visual-spatial memory, inhibitory control, cognitive flexibility, ECERS-R

Journal rubric: Educational Psychology

DOI: https://doi.org/10.17759/pse.2018230608

Funding. This work was supported by grant RSСF №17-78-20198.

For citation: Belolutskaya A.K., Veraksa A.N., Almazova O.V., Bukhalenkova D.A., Gavrilova M.N., Shiyan I.B. Association between Educational Environment in Kindergarten and Executive Functions in Preschool Age. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 6, pp. 85–96. DOI: 10.17759/pse.2018230608. (In Russ., аbstr. in Engl.)

References

  1. Belolutskaya A.K., Veraksa A.N.Kachestvo doshkol’nogo obrazovaniya i uroven’ razvitiya detei: obzor issledovanii [Quality of pre-school education and level of development of children: studies review].Voprosy psikhologii [ Questions of psychology], 2018, no.2, pp.1—11.
  2. Glozman Zh.M.Igrovye metody korrektsii trudnostei obucheniya v shkole [Gaming methods for correcting learning school difficulties].Moscow: Publ.Tvorcheskii tsentr, 2006.100 p.
  3. Dubrovina I.V.Psihologicheskie problemy vospitaniya detej i shkol’nikov v usloviyah informacionnogo obshchestva [Psychological problems of educating children and schoolchildren in the information society].Nacional’nyi psihologicheskii zhurnal [National Psychological Journal], 2018, no.1.pp.6—16.
  4. Remorenko I.M., Shiyan O.A., Shiyan I.B., Shmis T.G., Le-van T.N., Koz’mina Ya.Ya., Sivak E.V.Klyuchevye problemy realizatsii FGOS DO po itogam issledovaniya s ispol’zovaniem «Shkal dlya kompleksnoi otsenki kachestva obrazovaniya v DOO (ECERS-R)»: «Moskva-36» [Key problems of implementation of the GEF TO the study using “Scales for comprehensive assessment of the quality of education in kindergartens (ECERS-R)”: “Moscow-36»].Sovremennoe doshkol’noe obrazovanie: teoriya i praktika [ Modern preschool education: theory and practice], 2017, no.2, pp.16—31.
  5. Khekman Dzh.Dzh., Mun S.Kh., Pinto R., Savel’ev P.A., Yavits A.Ekonomicheskaya otdacha ot doshkol’nogo obrazovaniya detei iz neblagopoluchnykh semei: uroki programmy «Khaiskoup Perri» [Economic benefits of pre-school education for children from disadvantaged families: lessons from the Highscope Perry programme»].Finansy i biznes [Finance and business], 2010, no.3, pp.39—51.(In Russ.).
  6. Kharms T., Richard M.Klifford, Krayer D.M.Shkaly dlya kompleksnoi otsenki kachestva obrazovaniya v doshkol’nykh obrazovatel’nykh organizatsiyakh.ECERS-R: pererabotannoe izdanie [Scales for a comprehensive assessment of the quality of education in preschool educational institutions.ECERS-R: revised edition].Moscow: Izdatel’stvo «Natsional’noe obrazovanie», 2016.136 p.(In Russ.).
  7. Best J.R., Miller P.H., Jones L.L.Executive functions after age 5: Changes and correlates.Developmental Review, 2009. 29, pp.180—200.
  8. Cadavid-Ruiz N., del Río P.An Observational Analysis of Executive Performance in School Children.Psychology in Russia: State of the Art, 2018.Vol.11 (3), pp.195-208.doi: 10.1016/j.dr.2009.05.002
  9. Cadoret G., Bigras N., Duval S., Lemay L., Tremblay T., Lemire J.The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children.Human Movement Science, 2018.Vol.57, pp.149—157.doi: 10.1016/j.humov.2017.12.002
  10. Curby T.W., Rimm-Kaufman S.E., Abry T.Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology, 2012.Vol.51, pp.557— 569.doi: 10.1016/j.jsp.2013.06.001
  11. Duval S., Bouchard С., Page P., Hamel C.Duval et al.Quality of classroom interactions in kindergarten and executive functions among five-year-old children.Cogent Education, 2016.Vol.3, pp.79—96.doi: 10.1080/2331186X.2016.1207909
  12. Hestenes L.L., Kintner-Duffy V., Chen W.Y., La Paro K., Mims S.U., Crosby D., Scott-Little C., Cassidy D.J.Comparisons among quality measures in child care settings: Understanding the use of multiple measures in North Carolina’s QRIS and their links to social-emotional development in preschool children.Early Childhood Research Quarterly, 2015.Vol.30, pp. 199—214.doi: 10.1016/j.ecresq.2014.06.003
  13. Korkman M., Kirk U., Kemp S.L.NEPSY II.Administrative manual.San Antonio, TX: Psychological Corporation, 2007.
  14. Miyake A., Friedman N.P., Emerson M.J., Witzki A.H., Howerter A.The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis.Cognitive Psychology, 2000.Vol. 41, pp.49—100.doi: 10.1006/ cogp.1999.0734
  15. Sammons P., Sylva K., Melhuish E.C., Siraj I., Taggart B., Smees R., Toth K., Welcomme W.Effective Pre-school, Primary and Secondary Education 3—16 Project (EPPSE 3—16) Influences on students’ social behavioural development at age 16.Department for Education Research Report RR351.URL: http://www.ioe.ac.uk/Research_Home/16-Influences-Students- Social-BehaviouralDevelopment-RR.pdf (Accessed 02.08.2018).
  16. Simpson A., Riggs K.J.Under what conditions do young children have difficulty inhibiting manual actions? Developmental Psychology, 2007.Vol.43, pp.417— 428.doi: 10.1037/0012-1649.43.2.417
  17. Sylva K., Melhuish E.C., Sammons P., Siraj I., Taggart B.Smees R., Toth K., Welcomme W.Effective Pre-school, Primary and Secondary Education 3—16 Project (EPPSE 3—16) Students’ educational and developmental outcomes at age 16.Department for Education Research Report RR354.URL: http:// www.ioe.ac.uk/Research_Home/16-Influences- StudentsGCSE-Attainment-Progress-RR.pdf (Accessed 02.08.2018).

Information About the Authors

Anastasiya K. Belolutskaya, PhD in Psychology, Associate Professor, Lomonosov Moscow State University, e-mail: anabel@eurekanet.ru

Aleksandr N. Veraksa, Doctor of Psychology, Professor, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Vice-Director of Psychological Institute, Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-7187-6080, e-mail: veraksa@yandex.ru

Olga V. Almazova, PhD in Psychology, Associate Professor, Developmental Psychology Department, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8852-4076, e-mail: almaz.arg@gmail.com

Daria A. Bukhalenkova, PhD in Psychology, Associate Professor, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Researcher, Laboratory of Child Psychology and Digital Socialization, Psychological Institute of Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4523-1051, e-mail: d.bukhalenkova@inbox.ru

Margarita N. Gavrilova, PhD in Psychology, Junior Researcher of the Department of Psychology of Education and Pedagogy of the Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8458-5266, e-mail: gavrilovamrg@gmail.com

Igor B. Shiyan, PhD in Psychology, Associate Professor, Moscow City University, Moscow, Russia, e-mail: igor.bogdanovich@gmail.com

Metrics

Views

Total: 2392
Previous month: 8
Current month: 11

Downloads

Total: 1061
Previous month: 2
Current month: 3