Dolgikh Alexandra, Bayanova Larisa, Chichinina Elena
Laboratory of Childhood Psychology and Digital Socialization, Psychological Institute, Russian Academy of Education, Moscow, Russia.
Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia.
Front Psychol. 2023 May 23;14:1193472. doi: 10.3389/fpsyg.2023.1193472. eCollection 2023.
Executive functions have been shown to develop through various extra classes in preschool age. But the optimal for executive functions development system of such classes has not yet been explored. The present exploratory study aimed to examine the difference in the executive functions development within a year between children attending the system of extra classes (music, choreography, art, foreign language, literacy, math, computer science, and science) twice a week for 4 h in a preschool education center and children who did not take no extra classes. There were 60 children who attended extra classes and 64 children who did not take extra classes. In each group, approximately 17% were boys. The first assessment of executive functions was performed in the penultimate year of kindergarten, when the children were 5-6 years old. The second was performed 1 year later. The executive function level was assessed using NEPSY-II subtests "Inhibition," "Statue," "Memory for Designs," "Sentences Repetition," and "Dimensional Change Card Sort." Mothers also reported about their children's attendance in extra classes, their children's screen time, the level of maternal education, and the level of family income. The study revealed that children attending the system of the extra classes showed a higher verbal working memory development within a year than the children taking no extra classes. The obtained data plays an important role for the design of further research of the topic and for the practical recommendations for parents and teachers.
执行功能已被证明在学龄前通过各种额外课程得到发展。但此类课程对执行功能发展的最佳体系尚未得到探索。本探索性研究旨在考察在学前教育中心每周参加两次、每次4小时的额外课程体系（音乐、舞蹈、艺术、外语、识字、数学、计算机科学和科学）的儿童与未参加额外课程的儿童在一年时间内执行功能发展的差异。有60名儿童参加了额外课程，64名儿童未参加额外课程。每组中，男孩约占17%。执行功能的首次评估在幼儿园倒数第二年进行，当时儿童为5至6岁。第二次评估在1年后进行。使用NEPSY-II子测试“抑制”“雕像”“图形记忆”“句子复述”和“维度变化卡片分类”来评估执行功能水平。母亲们还报告了她们孩子参加额外课程的情况、孩子的屏幕使用时间、母亲的教育水平和家庭收入水平。研究表明，参加额外课程体系的儿童在一年内的言语工作记忆发展比未参加额外课程的儿童更高。所获得的数据对该主题的进一步研究设计以及为家长和教师提供实用建议具有重要作用。
