Miyagi University of Education, 149, Aramaki-aza-Aoba, Aobaku, Sendai, Japan.
Tokyo Gakugei University, Japan.
Trends Neurosci Educ. 2021 Sep;24:100158. doi: 10.1016/j.tine.2021.100158. Epub 2021 Jul 25.
Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.
This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.
We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.
Daily play programs that focus on children's self-directedness can promote children's EF development.
儿童可以通过特定的教育项目进行执行功能（EF）训练，但目前尚不清楚基于游戏的项目是否能增强执行功能。
本研究旨在探讨游戏项目对日本学龄前儿童执行功能发展的有效性。具体来说，我们使用了一种戏剧游戏项目和一种音乐游戏项目，重点是培养儿童的自我指导能力，并将其与接受无自我指导能力的教育项目的对照组进行比较。所有儿童都接受了为期六周以上的 30 分钟课程（共 30 节课）。所有儿童都进行了执行功能表现（工作记忆、抑制控制、认知转换）的前测和后测。
我们发现，与对照组相比，接受戏剧游戏和音乐游戏项目的儿童在工作记忆和抑制控制方面的表现有显著提高。
注重儿童自我指导能力的日常游戏项目可以促进儿童执行功能的发展。
