An Analysis on Motor ability Related Variables of Young Children: conflict resolution ability, hot executive function and drawing representation ability

<p>This article provides a descriptive overview of a peer buddy program designed to develop and support young children’s executive functioning in early childhood classrooms. The author defines and categorizes executive function skills and analyzes their development in early childhood and benefits in the continued academic success of young children. The steps in creating a peer buddy program are explained, and a framework is provided for teachers to help the entire class develop effective executive function skills while facilitating positive social skills for classroom community building and citizenship. By supporting young children in their efforts to develop stronger executive function skills, teachers build resilience and help them discover their strengths for facilitating social interactions, problem-solving skills, and confidence in cognitive decision making to be successful citizens at home and in school.</p>

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The relationships among verbal ability, executive function, and theory of mind in young children with cochlear implants

International Journal of Audiology ◽

10.1080/14992027.2018.1498982 ◽

2018 ◽

Vol 57 (12) ◽

pp. 881-888 ◽

Cited By ~ 3

Author(s):

Meizhu Liu ◽

Lingxiang Wu ◽

Weijing Wu ◽

Guangdi Li ◽

Taisheng Cai ◽

...

Keyword(s):

Executive Function ◽

Theory Of Mind ◽

Young Children ◽

Cochlear Implants ◽

Verbal Ability

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Cognition in Context: Validating Group-Based Executive Function Assessments in Young Children

10.31234/osf.io/rxqw6 ◽

2021 ◽

Author(s):

Sammy F. Ahmed ◽

Jennie K Grammer ◽

Frederick J. Morrison

Keyword(s):

Executive Function ◽

Reading Achievement ◽

Young Children ◽

Standardized Tests ◽

Social Processes ◽

Kindergarten Students ◽

Group Settings ◽

Young Students

The current study describes and validates a set of group-based executive function (EF) assessments for use with young children. These situational tasks involve instructing groups of young students to march to music while completing tasks that place demands on their EF abilities. These efforts were motivated by providing researchers with a set measures that assess EF subcomponents while also accounting for the dynamic social processes present in group settings. These assessments take place in schools, are relatively simple to administer, and include multiple EF indicators. Drawing on a diverse sample of 283 Kindergarten students (Mage = 5.8 years; SD = 0.38 years), we found that group-based EF assessments were significantly related to individually-assessed EF measures, and differentially predicted children’s performance on standardized tests of math and reading achievement. Overall, this study represents a first step towards developing a set of group-based EF measures that are appropriate for use with young children.

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The Relationship between Symbolic Play and Executive Function in Young Children

Australasian Journal of Early Childhood ◽

10.1177/183693911103600204 ◽

2011 ◽

Vol 36 (2) ◽

pp. 21-27 ◽

Cited By ~ 30

Author(s):

Rachel Kelly ◽

Cheryl Dissanayake ◽

Elfriede Ihsen ◽

Sabine Hammond

Keyword(s):

Executive Function ◽

Young Children ◽

Symbolic Play ◽

The Relationship

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Effectiveness of an executive function task with a touch panel system for young children

The Japanese journal of psychology ◽

10.4992/jjpsy.87.15203 ◽

2016 ◽

Vol 87 (2) ◽

pp. 165-171 ◽

Cited By ~ 1

Author(s):

Yoko Sakata ◽

Yusuke Moriguchi

Keyword(s):

Executive Function ◽

Young Children ◽

Touch Panel

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Bilingual effects on cognitive shifting and prefrontal activations in young children

International Journal of Bilingualism ◽

10.1177/1367006919880274 ◽

2019 ◽

Vol 24 (4) ◽

pp. 729-739 ◽

Cited By ~ 1

Author(s):

Yusuke Moriguchi ◽

Kanda Lertladaluck

Keyword(s):

Second Language ◽

Executive Function ◽

Young Children ◽

Near Infrared ◽

Nursery School ◽

Bilingual Children ◽

Neural Processing ◽

Language Experience ◽

Functional Near Infrared Spectroscopy ◽

Cognitive Shifting

Aims and objectives: Bilingual children constantly experience spontaneous switching between languages in everyday settings, and some researchers suggest that this experience leads to an advantage in task performance during executive function tasks. Neural processing during executive function tasks remains largely unknown, especially in young bilingual children. Methodology: Using functional near-infrared spectroscopy, this study examined whether young children who attended an immersion second-language program demonstrated enhanced cognitive shifting and lateral prefrontal activation. Data and analysis: We recruited children ( N = 24) who attended an international nursery school, and examined whether their performance on cognitive shifting, and whether the oxygenated hemoglobin changes in the prefrontal regions during the task, were correlated with the children’s second-language verbal age and the length of time the children had been speaking the second language. Findings: Results revealed that the verbal age of the second language and the length of time speaking it were significantly correlated with behavioral performances of cognitive shifting tasks. However, they were not correlated with the activations in the lateral prefrontal regions. Originality: We examined the neural correlates of bilingual effects on cognitive shifting and prefrontal activations in young children. Implications: The results suggest that second-language experience may not be directly related to neural processing in the lateral prefrontal cortex, at least in young children.

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