Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?

Preschool age is a golden period for the emergence of executive functions (EFs) that, in turn, predict learning and adaptive behavior throughout all life. The study was aimed to identify which EFs measures significantly explained the learning prerequisites and the mediation role of self-regulatory a...

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Autores principales:	Costanza Ruffini, Gian Marco Marzocchi, Chiara Pecini
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	executive functions learning prerequisites working memory inhibition self-regulation behavior Pediatrics RJ1-570
Acceso en línea:	https://doaj.org/article/4228aa3155ab487880cacf525d6be26d
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spelling	oai:doaj.org-article:4228aa3155ab487880cacf525d6be26d2021-11-25T17:13:58ZPreschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?10.3390/children81109642227-9067https://doaj.org/article/4228aa3155ab487880cacf525d6be26d2021-10-01T00:00:00Zhttps://www.mdpi.com/2227-9067/8/11/964https://doaj.org/toc/2227-9067Preschool age is a golden period for the emergence of executive functions (EFs) that, in turn, predict learning and adaptive behavior throughout all life. The study was aimed to identify which EFs measures significantly explained the learning prerequisites and the mediation role of self-regulatory and executive behavior recorded in structured or free settings. One hundred and twenty-seven preschoolers were remotely assessed by standardized tests of response inhibition, working memory, control of interference, and cognitive flexibility. Teachers provided a global measure of learning prerequisites by an observational questionnaire. Self-regulatory behavior during the assessment was evaluated by a rating scale filled by the examiners. Executive function behavior in daily life was measured by a questionnaire filled by parents. Accuracy in tasks of response inhibition and working memory explained about 48% of the variability in learning prerequisites while response speed and accuracy in the control of interference and in cognitive flexibility were not significant. EFs also had indirect effects, mediated by the child’s self-regulatory behavior evaluated during the assessment but not in daily life. The results are interpreted with respect to the contribution of the main EF components to school readiness and the mediation of the child behavior as measured in structure contexts.Costanza RuffiniGian Marco MarzocchiChiara PeciniMDPI AGarticleexecutive functionslearning prerequisitesworking memoryinhibitionself-regulationbehaviorPediatricsRJ1-570ENChildren, Vol 8, Iss 964, p 964 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	executive functions learning prerequisites working memory inhibition self-regulation behavior Pediatrics RJ1-570
spellingShingle	executive functions learning prerequisites working memory inhibition self-regulation behavior Pediatrics RJ1-570 Costanza Ruffini Gian Marco Marzocchi Chiara Pecini Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?
description	Preschool age is a golden period for the emergence of executive functions (EFs) that, in turn, predict learning and adaptive behavior throughout all life. The study was aimed to identify which EFs measures significantly explained the learning prerequisites and the mediation role of self-regulatory and executive behavior recorded in structured or free settings. One hundred and twenty-seven preschoolers were remotely assessed by standardized tests of response inhibition, working memory, control of interference, and cognitive flexibility. Teachers provided a global measure of learning prerequisites by an observational questionnaire. Self-regulatory behavior during the assessment was evaluated by a rating scale filled by the examiners. Executive function behavior in daily life was measured by a questionnaire filled by parents. Accuracy in tasks of response inhibition and working memory explained about 48% of the variability in learning prerequisites while response speed and accuracy in the control of interference and in cognitive flexibility were not significant. EFs also had indirect effects, mediated by the child’s self-regulatory behavior evaluated during the assessment but not in daily life. The results are interpreted with respect to the contribution of the main EF components to school readiness and the mediation of the child behavior as measured in structure contexts.
format	article
author	Costanza Ruffini Gian Marco Marzocchi Chiara Pecini
author_facet	Costanza Ruffini Gian Marco Marzocchi Chiara Pecini
author_sort	Costanza Ruffini
title	Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?
title_short	Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?
title_full	Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?
title_fullStr	Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?
title_full_unstemmed	Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?
title_sort	preschool executive functioning and child behavior: association with learning prerequisites?
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/4228aa3155ab487880cacf525d6be26d
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Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?

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