Metaferia Biruk K, Futo Judit, Drew Raechel, Takacs Zsofia K
Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
Front Psychol. 2020 May 28;11:1104. doi: 10.3389/fpsyg.2020.01104. eCollection 2020.
The purpose of the present study was to replicate and extend previous findings that depict a link between preschoolers' home experience and EFs. It also examined Hungarian parents' views about the purpose of preschool education and its relationship with their play beliefs. A total of 87 Hungarian preschoolers participated in neuropsychological testing of executive functioning (44 boys, 42 girls, one not reported; mean age = 62.37 months; SD = 8.33 months; age range = 47-80 months) and their parents (8male and 79 females; mean age = 37.73 years; SD = 5.64 years; age range = 22-63 years) filled in questionnaires. The finding from hierarchical regression analyses depicted that the frequency of pretend play the preschoolers engage in and parental play support beliefs were small to medium-sized predictors of children's inhibitory control, after accounting for age and SES. Children's frequency of participation in fine motor activities at home was a small but significant predictor of their visual-spatial working memory, after controlling for age and SES. Furthermore, results indicated that parents hold the belief that the development of social-emotional competence and children enjoying themselves instead of academic skills is the primary purpose of preschool education. To sum up, parental play support and preschoolers' activities at home are important predictors for children's EF skills.
本研究的目的是复制并扩展先前的研究结果，这些结果描绘了学龄前儿童的家庭经历与执行功能之间的联系。该研究还调查了匈牙利家长对学前教育目的的看法及其与他们游戏观念的关系。共有87名匈牙利学龄前儿童参与了执行功能的神经心理学测试（44名男孩，42名女孩，1名未报告；平均年龄 = 62.37个月；标准差 = 8.33个月；年龄范围 = 47 - 80个月），他们的父母（8名男性和79名女性；平均年龄 = 37.73岁；标准差 = 5.64岁；年龄范围 = 22 - 63岁）填写了问卷。分层回归分析的结果表明，在考虑年龄和社会经济地位后，学龄前儿童进行假装游戏的频率和父母的游戏支持观念是儿童抑制控制的小到中等程度的预测因素。在控制年龄和社会经济地位后，儿童在家参与精细运动活动的频率是其视觉空间工作记忆的一个小但显著的预测因素。此外，结果表明，家长认为学前教育的主要目的是培养社会情感能力和让孩子享受快乐，而不是学术技能。总之，家长的游戏支持和学龄前儿童在家的活动是儿童执行功能技能的重要预测因素。
