The Preventive Dimension of Executive Function in Preschool Children
Rok: 2020
Numer: 2
Strony: 173-188
DOI: 10.34767/PP.2020.02.12
Abstrakt
Executive functions may be viewed as factors supporting proper development in normative groups of children and adolescents, as well as when compensating or reducing risk factors in children and adolescents from higher risk groups. Current research findings indicate that long-term, longitudinal studies on executive functions in children and adolescents are necessary in order to reveal the key factors for the proper development of a young person and their further functioning in adulthood. From the pedagogical perspective, what is important in prevention is searching for knowledge on the conditions conducive to the development of higher cognitive functions. The development of pedagogical research methods that would allow the developmental conditions of children and adolescents to be diagnosed is no less important. Another significant task that cannot be achieved without the results of longitudinal studies is developing the developmental trajectories for dependencies or disorders, taking into account the level of executive function so as to empirically verify the assumptions adopted in this article.
Słowa kluczowe
Bibliografia
Blair C., Zelazo P.D., Greenberg M.T. (2005). The Measurement of Executive Function in Early Childhood. Developmental Neuropsychology, 28(2), 561–571.
Blaszczynski A., Nower L. (2002). A pathways model of problem and pathological gambling. Addiction, 97, 487–499. DOI:10.1046/j.1360-0443.2002.00015.x
Brzezińska A.I., Nowotnik A. (2012). Funkcje wykonawcze a funkcjonowanie dziecka w środowisku przedszkolnym i szkolnym. Edukacja. Studia, badania, innowacje, 1 (117), 61–74. Site http://psychologia.amu.edu.pl/wp-uploads/2012-EDUKACJA-Funkcje-wykonawcze-u-dzieci1.pdf
Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function (2011). Center on the Developing Child at Harvard University 2011. Accessed on 24 April 2018. Site https://developingchild.harvard.edu/wp-content/uploads/2011/05/How-Early-Experiences-Shape-the-Development-of-Executive-Function.pdf
Bull R., Espy K.A., Wiebe S.A. (2008). Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years. Developmental Neuropsychology, 33(3), 205–228. DOI: 10.1080/87565640801982312
Cierpiałkowska L., Ziarko G. (2010). Psychologia uzależnień – alkoholizm. Warszawa: Wydawnictwa Akademickie i Profesjonalne.
Czub M., Matejczuk J. (2015). Rozwój społeczno-emocjonalny w pierwszych sześciu latach życia. Perspektywa jednostki rodziny i społeczeństwa. Warszawa: Instytut Badań Edukacyjnych. Site http://webcache.googleusercontent.com/search?q=cache:nxKQiR75NpkJ:eduentuzjasci.pl/images/stories/publikacje/ibe-rozwoj-spoleczno-emocjonalny-w-pierwszych-szesciu-latach-zycia.pdf
Dawson P., Guare R. (2012). Zdolne, ale rozkojarzone. Wspieranie rozwoju dziecka za pomocą umiejętności wykonawczych. Transl. W. Turopolski. Krakow: Wydawnictwo Uniwersytetu Jagiellońskiego.
Deptuła M., Potorska A., Borsich Sz. (2018). unpublished materials.
Deptuła M. (2005). Indywidulne ścieżki ryzyka a profilaktyka. Remedium, 7/8 (149/150), 1–3.
Diamond A., Barnett W.S., Thomas J., Munro S. (2007). Preschool Program Improves Cognitive Control. Science, 30; 318(5855), 1387–1388. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2174918
Duncan G.J., Dowsett C.J., Claessens A. et al. (2007). School readiness and later acheviement. Developmental Psychology, 43, 1428–1446. DOI: 10.1037/0012-1649.43.6.1428
Executive function. Synthesis. Encyclopedia on Early Childhood Development. Site http://www.child-encyclopedia.com/executive-functions/synthesis.
Grotberg E. (2000). Zwiększanie odporności psychicznej, wzmacnianie sił duchowych. Transl. M. Karwowska-Struczyk. Warszawa: Wydawnictwo Akademickie “Żak”.
Grzegorzewska I. (2016). Odporność psychiczna w okresie dzieciństwa. Krakow: Wydawnictwo Uniwersytetu Jagiellońskiego.
Grzegorzewska I., Cierpiałkowska L. (2018). Uzależnienia behawioralne. Warszawa: Wydawnictwo Naukowe PWN.
Hammond S.I., Muller U., Carpendale J.I.M. et al. (2012). The Effects of Parental Scaffolding on Preschoolers’ Executive Function. Developmental Psychology, 48(1), 271. DOI:10.1037/a0025519
Holmes Ch.J., Kim-Spoon J., Deater-Deckard K. (2016). Linking Executive Function and Peer Problems from Early Childhood through Middle Adolescence. Journal Abnormal Child Psychology, 44(1), 31–42.
Hughes C., Ensor R. (2007). Executive function and theory of mind: predictive relations from ages 2 to 4. Developmental Psychology, 43, 1447–1459. DOI:10.1037/0012-1649.43.6.1447
Iacono W.G., Malone S.M. (2011). Developmental endophynotypes: Indexing genetic risk for substance abuse with the P300 brainevent-related potential. Child Development Perspectives, 5(4), 239–247.
Jaśkowski P. (2008). Neuronauka poznawcza: jak mozg tworzy umysł. Warszawa: Vizja PRESS&IT.
Jodzio K. (2008). Neuropsychologia intencjonalnego działania. Koncepcje funkcji wykonawczych. Warszawa: Wydawnictwo Naukowe Scholar.
LeBuffe P.A., Naglieri J.A. (1999). The Devereux Early Childhood Assessment (DECA): A measure of within-child protective factors in preschool children. National Head Start Association. Dialog, 3, 75–80.
Liew J. (2011). Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table. Child Development Perspectives, 6(2), 1–7.
Kochanska G., Coy C.C., Murray K.T. (2001). The Development of Self–Regulation in the First Four Years of Life. Child Development, 72(4) 1091–1111. DOI: 10.1111/1467-8624.00336
McClelland M.M., Acock A.C., Piccinin A. et al. (2013). Relations between preschool attention span persistance and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314–324. DOI: 10.1016/j.ecresq.2012.07.008
Mesman J., Koot H.M. (2001). Early Preschool Predictors of Preadolescent Internalizing and Externalizing DSM-IV Diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 40(9), 1029–1036. DOI:10.1097/00004583-200109000-00011
Nowotnik A. (2012). Funkcjonowanie uwagi u dzieci w wieku wczesnoszkolnym: grupy ryzyka. Edukacja, 1(117), 87–102.
O’Shaughnessy T.E., Lane K.L., Gresham F.M., Beebe-Frankerberger M.E. (2003). Children Placed at Risk for Learning and Behavioral Difficulties: Implementing a School-Wide System of Early Identification and Intervention. Remedial and Special Education, 24(1), 25–37. DOI: 10.1177/074193250302400103
Ostaszewski K. (2014). Zachowania ryzykowne młodzieży w perspektywie mechanizmów resilience (p. 84–85). Warszawa: Instytut Psychiatrii i Neurologii.
Packwood S., Hodgetts H.M., Tremblay S. (2011). A multiperspective approach to the conceptualization of executive functions. Journal of Clinical and Experimental Neuropsychology, 33(4), 456–470.
Patterson G., DeBaryshe D., Ramsey E. (1989). A developmnetal perspective on antisocial behawior. American Psychologist, 44(2), 329–335.
Poćwiardowska B. (2019). Wspomaganie rozwoju funkcji wykonawczych dzieci w wieku przedszkolnym jako wczesne działanie profilaktyczne. Studia Paedagogica Ignatiana. Social prevention. Pedagogical and psychological contexts, 22(3), 95–114. DOI: 10.12775/SPI.2019.3.005
Prince-Embury S. (2006/2007). Resilience Scales for Children and Adolescents: A Profile of Personal Strenghts. San Antonio: TX, Harcout Assessment.
Putko A. (2008). Dziecięca ‘teoria umysłu’ w fazie jawnej i utajonej a funkcje wykonawcze. Poznań: Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza.
Raver C.C. (2012). Low Income Children’s Self-Regulation in the Classroom: Scientific Inquiry for Social Change. American Psychologist, 12, 681–689. DOI: 10.1037/a0030085
Reynolds G.D., Romano A.C. (2016). The development of attention systems and working memory in infancy, Frontiers in Systems Neuroscience,10(15), 1–12. DOI: 10.3389/fnsys.2016.00015.
Slutske W.S., Moffitt T.E., Poulton R., Caspi A. (2012). Undercontrolled Temperament at Age 3 Predicts Disordered Gambling at Age 32: A Longitudinal Study of a Complete Birth Cohort. Psychological Science, 23(5), 510–516. DOI: 10.1177/0956797611429708
Whitebread B. (2018). Quality in early childhood education: the contribution of developmental. In: M. Fleer, B. van Oers (eds.), International Handbook of Early Childhood Education (p. 335–339), Vol. I, Springer International Handbook of Education. DOI: 10.1007/978-94-024-0927-7_14
Valiente, C., Eisenberg, N., Haugen, R.G., et al. (2011). Children’s effortful control and academic achievement: Mediation through social functioning. Early Education and Development, 22, 411–433. DOI: 10.1080/10409289.2010.505259
Zelazo P.D., Muller U., Frye D. et al. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), 274, 1–155.