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

Taku Kosokabe¹, Makoto Mizusaki², Wakako Nagaoka³

¹Miyagi University of Education, 149, Aramaki-aza-Aoba, Aobaku, Sendai, Japan.

Trends in Neuroscience and Education

|August 20, 2021

Summary

This summary is machine-generated.

Play-based programs significantly boost executive function (EF) in preschoolers. Dramatic and music play enhanced working memory and inhibitory control, demonstrating the value of self-directed activities for cognitive development.

Keywords:

Dramatic play Executive function Music play Preschoolers Self-directedness

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Area of Science:

Child Development
Cognitive Psychology
Educational Psychology

Background:

Executive function (EF) is trainable in young children through educational programs.
The impact of play-based programs on EF development remains unclear.

Purpose of the Study:

To investigate the effectiveness of play programs on EF development in Japanese preschool children.
To compare the impact of dramatic play and music play programs, focusing on self-directedness, with a control group receiving a standard educational program.

Main Methods:

A 6-week intervention with 30-minute sessions, 5 days a week.
Intervention groups: dramatic play and music play (focusing on self-directedness).
Control group: educational program without self-directedness focus. EF assessed via pre- and post-tests (working memory, inhibitory control, cognitive shifting).

Main Results:

Children in dramatic play and music play programs showed significant improvements in working memory.
Children in play-based programs demonstrated significant enhancements in inhibitory control compared to the control group.

Conclusions:

Daily play programs emphasizing children's self-directedness can effectively promote executive function development.
Play-based learning offers a viable and effective approach to enhancing key cognitive skills in early childhood.