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Teaching others rule-use improves executive function and prefrontal activations in young children
Yusuke Moriguchi1, Yoko Sakata2, Mikako Ishibashi3
1Department of School Education, Joetsu University of Education , Joetsu, Japan ; Precursory Research for Embryonic Science and Technology, Japan Science and Technology Agency , Kawaguchi, Japan.
Frontiers in Psychology
|July 16, 2015
Summary
Early childhood executive function can be improved through play. Interacting with dolls or puppets helps children develop cognitive shifting skills, enhancing brain activity.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
Background:
- Executive function is crucial for early childhood development.
- Interventions targeting executive function are of significant research interest.
Purpose of the Study:
- To investigate the impact of a child-friendly intervention on executive function in young children.
- To explore the role of interactive play with dolls or puppets in cognitive development.
Main Methods:
- Children aged 3-5 years completed cognitive shifting tasks.
- An intervention involved children teaching task rules to a doll or puppet.
- Near-infrared spectroscopy (NIRS) measured brain activity in the lateral prefrontal cortex.
Main Results:
- Children showed significant improvements in cognitive shifting task performance post-intervention.
- Brain imaging revealed strengthened neural activations in the lateral prefrontal regions.
- The intervention group demonstrated enhanced executive function capabilities.
Conclusions:
- Interactive play with dolls or puppets can positively influence executive function development.
- This intervention offers a novel, engaging approach to support cognitive growth in early childhood.
- Findings suggest a link between imaginative play and the maturation of prefrontal cortex functions.
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