Examining relations between performance on non‐verbal executive function and verbal self‐regulation tasks in demographically‐diverse populations

Executive Function (EF) is a higher cognitive process responsible for control and self-regulation of behavior. The aim of this study is to describe the developmental trajectory of EF in four and six-year old Colombian children, and to highlight possible differences by socio-cultural variables such as age, sex, type of school or socio-economic status. One hundred and sixty-three normotypical children were tested using psychological tests validated for a Spanish population belonging to the Weschler and Luria Initial batteries. HJ-biplot analysis showed that EF developed commensurate with age and school grade, although differences by socio-economic status and type of school were evident.

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The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

Teaching Computational Thinking and Coding to Young Children - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-7308-2.ch004 ◽

2021 ◽

pp. 64-83

Author(s):

Elizabeth Kazakoff Myers

Keyword(s):

Early Childhood ◽

Executive Function ◽

School Readiness ◽

21St Century ◽

Self Regulation ◽

Computational Thinking ◽

Thinking Skills ◽

Early Childhood Curriculum ◽

The Relationship

This chapter summarizes theoretical connections between computational thinking through learning to code, self-regulation, and executive function and discusses why it is important to continue exploring the intersection of executive function, self-regulation, and computational thinking, including the need to revisit the socio-cultural underpinnings of foundational self-regulation, executive function, and school readiness research. As an example, findings from a 2014 study that explored the relationship between self-regulation and computational thinking when learning to code are shared. Research supports the idea of teaching computational thinking skills within an integrated early childhood curriculum to support the development of well-prepared citizens for the 21st century by drawing on the connections between executive function, self-regulation, and computational thinking.

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Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities

Psychology of Music ◽

10.1177/0305735619861433 ◽

2019 ◽

Vol 47 (6) ◽

pp. 800-820 ◽

Cited By ~ 2

Author(s):

Kate E. Williams ◽

Donna Berthelsen

Keyword(s):

Executive Function ◽

School Readiness ◽

Emotional Regulation ◽

School Achievement ◽

Self Regulation ◽

Intervention Group ◽

Control Group ◽

Disadvantaged Communities ◽

Path Analyses ◽

Before And After

Self-regulation skills are an important predictor of school readiness and early school achievement. Research identifies that experiences of early stress in disadvantaged households can affect young children’s brain architecture, often manifested in poor self-regulatory functioning. Although there are documented benefits of coordinated movement activities to improve self-regulation, few interventions have focused exclusively on music and rhythmic activities. This study explores the effectiveness of a preschool intervention, delivered across 8 weeks, which focused on coordinated rhythmic movement with music to improve self-regulation and executive function. The study involved 113 children across three preschools in disadvantaged communities. The intervention group received 16 sessions of a rhythm and movement program over 8 weeks, whereas the control group undertook the usual preschool program. Executive functions were directly assessed, and teachers reported on children’s self-regulation before and after the intervention. Path analyses found positive intervention effects for emotional regulation reported by teachers and, for boys, on the measure of shifting in the executive function assessment. Teacher-reported cognitive and behavioral regulation also improved in one research site. These early findings suggest that a rhythm and movement intervention has the potential to support the development of self-regulation skills in preschool; however, further research is required.

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