Preschoolers’ executive function: effect of the duration of preschool attendance and quality of teacher-child interactions
Margarita Gavrilova,
Aleksandra Karimova,
Oksana Solopova
et al.
Abstract:The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4–7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more than 2 years. The results showed that the children who attended a g… Show more
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