Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children

Research suggests a central role of executive functions for children's cognitive and social development during preschool years, especially in promoting school readiness. Interventions aiming to improve executive functions are therefore being called for. The present study examined the effect of...

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Bibliographic Details
Published in:Infant and child development 2012-07, Vol.21 (4), p.411-429
Main Authors: Röthlisberger, Marianne, Neuenschwander, Regula, Cimeli, Patriza, Michel, Eva, Roebers, Claudia M.
Format: Article
Language:English
Subjects:
Attention Control
Child development
Children
Cognitive Development
early childhood education
Early intervention
Executive Function
executive functions
Flexibility
Foreign Countries
Interference (Learning)
Intervention
Kindergarten
Kindergartens
Memory
Preschool Children
Preschools
Pretests Posttests
School Readiness
Short Term Memory
Small Group Instruction
Small groups
Social Development
Statistical Analysis
Switzerland
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Summary:Research suggests a central role of executive functions for children's cognitive and social development during preschool years, especially in promoting school readiness. Interventions aiming to improve executive functions are therefore being called for. The present study examined the effect of a small group intervention implemented in kindergarten settings focusing on basic components of executive functions, i.e., working memory, interference control and cognitive flexibility. A total of 135 children enrolled in Swiss prekindergarten (5‐year‐olds) and kindergarten (6‐year‐olds) were involved. Results revealed that the small group intervention promoted gains in all three included components of executive functions: prekindergarten children substantially improved their working memory and cognitive flexibility processes, whereas significant training effects were found for the kindergarten children in interference control. Implications of these findings for early intervention programs and for tailoring preschool curricula are discussed, particularly with respect to children's school readiness. Copyright © 2011 John Wiley & Sons, Ltd.
ISSN:1522-7227
1522-7219
DOI:10.1002/icd.752