Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review

Abstract

Executive functions (EF) and self-regulation (SR) are fundamental for children's learning, school functioning and academic achievement. EF/SR fail to develop to its full potential if contextual stimulation is not adequately presented. This is evident in the training programmes directly and exclusively targeting EF/SR stimulation, which lack durable and transferable effects. Therefore, recent research has shifted the attention towards malleable environmental factors; more specifically, to the role of school and classroom environment as an important developmental context for promoting children's EF/SR skills and, in turn, their cognition and behaviour. Numerous observational studies have shown a correlation between the quality of teacher-student relationship (TSR) at the dyadic level or teacher-student interaction (TSI) at the classroom level and children's EF/SR skills. To explore the direction of this association, the objective of this systematic literature review was to examine the causal effect of experiments and interventions that aim to improve children's EF/SR by manipulating the TSI. Overall, the results from 18 included studies indicated that children in treatment groups show higher gains, albeit small-sized, in EF/SR performance compared to controls. Furthermore, TSI manipulation seemed to affect children's SR skills more strongly than children's EF skills. More importantly, the findings revealed the largest effects of these manipulations in children considered vulnerable or disadvantaged, suggesting that the cognitive deficits can be minimised if these children are supported appropriately. Given high study heterogeneity, this review highlights the need for more research (and interventions) explicitly investigating TSI and TSR and their potential impact on EF and SR in children. This study aims to provide information as to which specific aspects need to be examined more closely, instructing further development and implementation of efficient and effective interventions in education.

Computerized cognitive training in attention-deficit/hyperactivity disorder (ADHD): a meta-analysis of randomized controlled trials with blinded and objective outcomes

“…Although we aimed to measure the effect of CCT in pre-schoolers with ADHD, there were no RCTs with samples of children with a confirmed ADHD diagnosis. We may also want to focus more on ecologically valid ways of training neuropsychological functioning, and focus on parents/caregivers and teachers as builders of functioning capacities [56]. Finally, approaches that more directly target brain processes are often assumed to be more effective.…”

Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary

“…Children have a high level of CV, a high level of language, a high level of thinking, a high level of inhibition and control, and a high level of working memory, which is also conducive to the development of children's cognitive flexibility, which means the level of children's EF is also high. On the other hand, the higher the level of children's CV, the easier it is for children to understand rules ( 21 ), improve their inhibition ability, and improve their EF.…”

“…Since TCI can positively predict EF ( 21 , 44 ), it positively predicts CV ( 51 , 54 , 55 ), and CV positively predicts EF ( 59 , 60 ). Therefore, it is possible that CV mediates in the influence of TCI on EF.…”

“…Since TCI can positively predict CV ( 51 , 54 , 55 ), EF can positively predict CV ( 17 – 19 ), and TCI can positively predict EF ( 21 , 44 ). EF mediates the relationship between parents' behavior and children's behavior ( 68 – 71 ), EF also plays an intermediary role between variables at the individual level, such as the intermediary role between health and academic achievement ( 72 ), early education experience and academic achievement ( 73 ), emotion and academic achievement ( 74 ).…”

“…High-quality TCI helps improve children's EF levels ( 20 , 21 , 44 ), not only due to positive emotional support but also to the effective educational support provided by teachers ( 44 ), especially through the improvement of teachers' behavior, which is conducive to the development of children's cognitive development and self-control. Since the development of children's EF is an internalization process of children's spontaneous completion of concepts ( 45 ), the interaction between teachers and children is conducive to children's completion of this internalization process ( 46 ).…”