Development of inhibitory control in 5-year-olds in preschool education: influence on the quality of their engagement

Abstract

In an approach focused on the children's overall development, inhibitory control is present in various forms (motor, emotional, verbal and cognitive inhibition) and is thought to influence this development. The quality of the children's engagement with his teacher, peers and learning also influences his overall development. The objective of this study of 28 five to six years old from preschool's classroom was to determine the reciprocal links between the quality of the children's engagement and the development of inhibitory control. Teachers coming from two different School Service Centres were recruited through a presentation of the project. The level of inhibitory control was then assessed by collecting observations in their classes through NEPSY II from whom 28 children aged five to six years old were selected. The quality of children's engagement was finally assessed with the in CLASS tool. The results suggest a link between children's level of inhibitory control development and their level of engagement. The discussion revolves around reflecting on the consideration of the quality of a five-yearold preschooler's engagement as support for the development of their inhibitory control; a distinction between boys and girls will be highlighted. These results highlight the benefic aspect of implementing inhibitory control pedagogy to support the children's level of inhibitory control and engagement.