Self-directed dramatic and music play programs enhance executive function in Japanese children

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2021-09-01 DOI:10.1016/j.tine.2021.100158

Taku Kosokabe , Makoto Mizusaki , Wakako Nagaoka , Miwa Honda , Noriyuki Suzuki , Reiko Naoi , Yusuke Moriguchi

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引用次数: 4

Abstract

Background

Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.

Method

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.

Results

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.

Conclusion

Daily play programs that focus on children's self-directedness can promote children's EF development.

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自我指导的戏剧和音乐节目提高了日本儿童的执行功能

幼儿可以通过特定的教育项目来训练执行功能(EF)，但目前尚不清楚以游戏为基础的项目是否能提高EF。方法研究游戏项目对日本学龄前儿童EF发展的影响。具体来说，我们使用了一个戏剧节目和一个音乐节目来关注儿童自我指导能力的发展，并与接受没有自我指导能力的教育节目的对照组进行了比较。孩子们每堂课30分钟，为期6周(共30节课)。对所有儿童进行EF表现的测试前和测试后测量(工作记忆、抑制控制、认知转移)。结果我们发现，与对照组相比，接受戏剧和音乐节目的儿童在工作记忆和抑制控制方面的表现有显著改善。结论注重儿童自我导向的日常游戏项目能促进儿童EF的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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