Teacher–Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start

Choi, Ji Young; Castle, Sherri; Williamson, Amy; Young, Emisha; Worley, Lauren; Long, Melissa; Horm, Diane

doi:10.1080/10409289.2016.1129864

Cited by 44 publications

(37 citation statements)

References 43 publications

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“…Finally, research has shown that highly organized classrooms spend less time in transitions and more time in learning activities (Cameron, Connor, & Morrison, 2005). Children in highly organized classrooms may thus be more exposed to challenging learning activities during which they can practice their EF skills (Choi et al, 2016).…”

Section: How Teacher-child Interactions Might Affect Efmentioning

confidence: 99%

The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions

Vandenbroucke

Spilt

Verschueren

et al. 2017

Review of Educational Research

144

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Executive functions (EFs), important cognitive processes that enable goaldirected behavior, develop due to maturation and environmental stimulation. The current study systematically reviews and synthesizes evidence on the association between teacher-student interactions and EFs. The search resulted in 28 studies, from which 23 studies provided sufficient data to be included in the calculations. Overall effect sizes indicate that teacher-child interactions are related to general executive functioning, working memory, and inhibition but not cognitive flexibility. Relationships were stronger for studies including children at the beginning of elementary school, studies with higher socioeconomic status participants and more boys, and studies measuring teacher-child interactions at the dyadic level. This study shows that qualitative teacher-child interactions are important for performance in EFs in children. This suggests that teachers can promote the cognitive processes that are essential in children's learning by changing their behavior to create an emotionally positive, structured, and cognitively stimulating classroom environment.

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Section: How Teacher-child Interactions Might Affect Efmentioning

confidence: 99%

The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions

Vandenbroucke

Spilt

Verschueren

et al. 2017

Review of Educational Research

144

View full text Add to dashboard Cite

show abstract

“…En d'autres termes, il est possible que les résultats de cette étude reflètent la tendance relevée dans d'autres études (p. ex. Choi et al, 2016;Silkenbeumer, Schiller et Kärtner, 2018) à savoir que le niveau de qualité des interactions présente des effets différents selon le niveau développemental (ici le niveau des habiletés d'AR) propre à chaque enfant. Rappelons que le niveau développemental des habiletés liées à l'AR peut être influencé par le Sexe et l'Âge de l'enfant, tel que le démontre la présente étude.…”

Section: Le Climat Positifunclassified

“…En somme, les résultats de cette étude réitèrent l'importance d'implanter des pratiques enseignantes de qualité (p. ex. liées aux domaines de la qualité des interactions) adaptées au niveau d'AR de l'enfant (Choi et al, 2016;Silkenbeumer et al, 2018). Qui plus est, alors que des recherches (p. ex.…”

Section: Conclusion Et Implicationsunclassified

Le lien entre les habiletés d'autorégulation observées chez l'enfant âgé de 5 ans et la qualité des interactions en classe d’éducation préscolaire

Montminy¹,

Duval²,

Bouchard³

2020

Neuroed.

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Cette étude vise à examiner le caractère prédictif de la qualité des interactions en classe d'éducation préscolaire cinq ans sur le niveau d'habiletés d'autorégulation (AR) de l'enfant, telles qu'observées en contexte naturel. Pour ce faire, les habiletés d'AR de 32 enfants provenant de 9 classes ont été observées à l'aide de l'Échelle d'observation de l'autorégulation en contexte de jeu symbolique (Montminy et Duval, 2019). La qualité des interactions enseignante-enfants a, quant à elle, été mesurée à l'aide du Classroom Assessment Scoring System (CLASS; Pianta, La Paro et Hamre, 2008). Les résultats des régressions hiérarchiques révèlent des relations significatives entre les dimensions de la qualité des interactions en classe (p. ex. la sensibilité de l'enseignante) et les processus liés à l'AR (p. ex. l'autocontrôle). Deux constats principaux peuvent être dégagés de ces résultats. Premièrement, les interactions corégulatrices de l'enseignante doivent considérer le développement hiérarchique de l'AR de l'enfant, en modifiant ses stratégies d'étayage selon son niveau d'habiletés émotionnelles, comportementales et cognitives. Deuxièmement, trop de soutien aux habiletés liées à l'AR de l'enfant se rangerait davantage dans l'ordre de la régulation externe que dans la corégulation. Ces résultats sont discutés au regard de leur implication pour les recherches futures ainsi que pour la pratique.

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“…Preschoolers also experience gains in EF when they are positively engaged with both classroom activities and interactions with their teachers (Williford, Vick Whittaker, Vitiello, & Downer, ). Teacher sensitivity, as well as the absence of a negative classroom climate, may be particularly important for preschoolers with the lowest levels of inhibitory control (Choi et al, ). In addition, teachers' use of classroom management techniques may serve as a critical support for children who begin first grade with the lowest scores on a measure of working memory, inhibitory control, and cognitive flexibility skills (C. M. Connor et al, ).…”

Section: Which Factors Affect the Development Of Executive Function Imentioning

confidence: 99%

Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options

Ackerman

Friedman-Krauss²

2017

ETS Research Report Series

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pic@ets.orgCopies can be downloaded from:www.ets.org/research/picThe views expressed in this report are those of the author and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide. The early education field increasingly is recognizing the key role played by young children's executive function (EF) skills, generally defined as the cognitive abilities that consciously support goal-directed behaviors. To provide the field with an overview of research conducted on this topic over the past 15 years, we review research on the traits and skills that fall under the broader umbrella of preschool EF and the role it plays in young children's developmental and academic outcomes. Also addressed are the child, environmental, activity-related, and curricular factors potentially impacting the development of EF and some EF-related topics for which additional research is needed. Finally, we provide practical and psychometric information regarding six examples of measures that focus on assessing preschoolers' EF skills. This report can serve as a resource for early childhood researchers and practitioners who are interested in understanding EF development during the early years. By highlighting some topics for which additional research is needed and providing information regarding examples of valid and reliable measures to assess EF in children ages 3-5 years, we hope this report also will serve as a springboard for future studies related to preschool EF.Keywords Executive function; preschool; assessment doi:10.1002/ets2.12148The early education field is increasingly recognizing the key role played by young children's executive function (EF) skills, generally defined as the cognitive abilities that consciously support goal-directed behaviors (Diamond, 2006;Garon, Bryson, & Smith, 2008). This recognition is important given the continued policy emphasis on expanding at-risk children's access to publicly funded prekindergarten (Barnett et al., 2016) and the central role that EF skills play in children's learning and overall school readiness (Blair, 2002;Blair & Razza, 2007;Obradovic, Portilla, & Boyce, 2012;Zelazo, Blair, & Willoughby, 2016). The extent to which EF may serve as a critical contributor to children's early education outcomes may be particularly salient in light of recent data on the out-of-school suspension rat...

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Teacher–Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start

Cited by 44 publications

References 43 publications

The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions

The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions

Le lien entre les habiletés d'autorégulation observées chez l'enfant âgé de 5 ans et la qualité des interactions en classe d’éducation préscolaire

Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options

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