Laval University.
University of Montreal.
Child Dev. 2018 May;89(3):e167-e182. doi: 10.1111/cdev.12807. Epub 2017 May 29.
Despite the extensive research demonstrating the importance of child executive functioning (EF) for school adjustment, little longitudinal work has formally examined developmental change in EF during the early school years. Based on a sample of 106 mother-child dyads, the current longitudinal study investigated patterns of growth in child performance on three executive tasks between kindergarten (M = 6 years) and Grade 3 (M = 9 years), and the predictive role of earlier mother-child attachment security in these patterns. The results suggest that early elementary school is a period of significant developmental improvement in child EF, although child performance on different EF tasks follows distinct trajectories across time. The study also provides evidence for a sustained relation between children's early attachment security and their ongoing acquisition of executive skills.
尽管有大量研究表明儿童执行功能（EF）对学校适应的重要性，但很少有纵向研究正式考察了儿童在早期学校阶段 EF 的发展变化。基于 106 对母子对的样本，本纵向研究调查了儿童在幼儿园（M=6 岁）和 3 年级（M=9 岁）期间在三项执行任务上的表现的增长模式，以及早期母子依恋安全性在这些模式中的预测作用。研究结果表明，小学早期是儿童 EF 发展显著提高的时期，尽管儿童在不同 EF 任务上的表现随时间呈现出不同的轨迹。该研究还为儿童早期依恋安全性与其持续获得执行技能之间的持续关系提供了证据。
