Intervención en funciones ejecutivas en educación infantil

  1. Miriam Romero López
  2. Alicia Benavides Nieto
  3. María Fernández Cabezas
  4. María del Carmen Pichardo Martínez
Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Any de publicació: 2017

Títol de l'exemplar: La psicología hoy: retos, logros y perspectivas de futuro. Psicología infantil

Volum: 3

Número: 1

Pàgines: 253-262

Tipus: Article

DOI: 10.17060/IJODAEP.2017.N1.V3.994 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objectius de Desenvolupament Sostenible

Resum

Las funciones ejecutivas definidas como el conjunto de procesos cognitivos de orden superior que permiten un comportamiento intencional y dirigido hacia un objetivo, son vitales para el éxito en la vida, en la escuela, y en el trabajo. Mejorar las funciones ejecutivas en las primeras etapas es muy importante porque los problemas en el funcionamiento ejecutivo, en la etapa preescolar, predicen los logros cognitivos en etapas posteriores y tienen un papel central en la preparación escolar y en la adquisición de las primeras habilidades académicas. Estudios recientes han encontrado relaciones positivas entre las capacidades de funcionamiento ejecutivo y la preparación de matemáticas en niños en edad preescolar. Igualmente, una extensa bibliografía sugiere una relación inversa entre las funciones ejecutivas y la conducta agresiva en los seres humanos. Por esta razón, el objetivo de la presente investigación es realizar una revisión de los programas y actividades destinados a la mejora de las funciones ejecutivas en la etapa preescolar. Diversas actividades y programas han demostrado mejorar las funciones ejecutivas de los niños, tales como los juegos computarizados, las artes marciales, el yoga, la atención plena y los programas incluidos en el currículum escolar. Los resultados de los estudios realizados sobre la aplicación de algunas de las actividades o programas mencionados son prometedores y sugieren que las diferentes estrategias pueden ser útiles para mejorar las funciones ejecutivas durante el período preescolar.

Referències bibliogràfiques

  • Aadland, K. N., Moe, V. F., Aadland, E., Anderssen, S. A., Resaland, G. K., y Ommundsen, Y. (2017). Relationships between physical activity, sedentary time, aerobic fitness, motor skills and executive function and academic performance in children. Mental Health and Physical Activity, 12, 10-18.
  • Baggetta, P., y Alexander, P. A. (2016). Conceptualization and Operationalization of Executive Function. Mind, Brain, and Education, 10(1), 10-33.
  • Bergman-Nutley, S., Soderqvist, S., Bryde, S., Thorell, L. B., Humphreys, K., y Klingberg, T. (2011). Gains in fluid intelligence after training non-verbal reasoning in 4-year-old children: a controlled, randomized study. Developmental Science, 14, 591–601. doi: 10.1111/j.1467-7687.2010.01022.x
  • Bierman, K. L., Nix, R. L., Greenberg, M. T., Domitrovich, C. E., y Blair, C. (2008). Executive functions and school readiness intervention: impact, moderation, and mediation in the head start- REDI program. Development and Psychopathology. 20, 821–843. doi: 10.1017/S0954579408000394.
  • Blair, C. (2002). School readiness: integrating cognition and emotion in a neurobiological conceptualization of child functioning at school entry. American Psychologist, 57, 111–127. doi: 10.1037/0003-066X.57.2.111.
  • Blair, C., y Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLoS One, 9, 112-393. doi:10.1371/journal.pone.0112393
  • Bodrova, E., y Leong, D. J. (2007). Tools of the Mind: The Vygotskian Approach to Early Childhood Education. New York: Pearson.
  • Booth, J. N., Tomporowski, P. D., Boyle, J. M., Ness, A. R., Joinson, C., Leary, S. D., y Reilly, J. J. (2013). Associations between executive attention and objectively measured physical activity in adolescence: findings from ALSPAC, a UK cohort. Mental Health and Physical Activity, 6(3), 212-219.
  • Chen, T. T., Yue, G. H., Tian, Y. X., y Jiang, C. H. (2016). Baduanjin Mind-Body Intervention Improves the Executive Control Function. Frontiers in Psychology, 7, 1-8. doi: 10.3389/fpsyg.2016.02015
  • Davis, J. C., Marra, C. A., Najafzadeh, M., y Lui-Ambrose, T. (2011). The independent contribution of executive functions to health related quality of life in older women. BMC Geriatrics, 10, 16–23.
  • Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current directions in psychological science, 21(5), 335-341.
  • Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168. doi: 10.1146/annurev-psych-113011-143750.
  • Diamond, A. (2014). Want to Optimize Executive Functions and Academic Outcomes?: Simple, Just Nourish the Human Spirit. En Minnesota Symposia on Child Psychology (Vol. 37, p. 205). NIH Public Access.
  • Diamond, A., Barnett, W. S., Thomas, J., y Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387– 1388.
  • Diamond, A., y Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959–964.
  • Dias, N. M., y Seabra, A. G. (2016). Intervention for executive functions development in early elementary school children: effects on learning and behaviour, and follow-up maintenance. Educational Psychology, 1-19.
  • Di Lieto, M. C., Inguaggiato, E., Castro, E., Cecchi, F., Cioni, G., Dell’Omo, M., ... y Dario, P. (2017). Educational Robotics intervention on Executive Functions in preschool children: A pilot study. Computers in Human Behavior, 71, 16-23.
  • Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., ... y Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine & Science in Sports & Exercise, 48(6), 1197e1222. http://dx.doi.org/10.1249/ mss.0000000000000901.
  • Domitrovich, C. E., Cortes, R., y Greenberg, M. T. (2007). Improving young children’s social and emotional competence: a randomized trial of the preschool PATHS program. The Journal of Primary Prevention, 28, 67–91. doi: 10.1007/s10935-007- 0081-0.
  • Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., ... y Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70-95.
  • Holmes, J., y Gathercole, S. E. (2014). Taking working memory training from the laboratory into schools. Educational Psychology, 34(4), 440-450.
  • Holmes, J., Gathercole, S. E., y Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental science, 12(4), 9-15.
  • Karbach, J., y Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task switching training. Developmental science, 12(6), 978-990.
  • Khan, N. A., y Hillman, C. H. (2014). The relation of childhood physical activity and aerobic fitness to brain function and cognition: A review. Pediatric Exercise Science, 26(2), 138e146. http://dx.doi.org/10.1123/pes.2013-0125.
  • Kloo, D., y Perner, J. (2003). Training transfer between card sorting and false belief understanding: helping children apply conflicting descriptions. Child Development, 74, 1823–1839. doi: 10.1046/j.1467-8624.2003.00640.x.
  • Kohl, H. W., Craig, C. L., Lambert, E. V., Inoue, S., Alkandari, J. R., Leetongin, G., ... y Kahlmeier, S. (2012). The pandemic of physical inactivity: global action for public health. The Lancet, 380(9838), 294-305.
  • Lakes, K. D., y Hoyt, W. T. (2004). Promoting self-regulation through school-based martial arts training. Applied Developmental Psychology, 25, 283–302.
  • Li-Grining, C. P., Raver, C. C., y Pess, R. A. (2011). Academic impacts of the Chicago School Readiness Project: Testing for evidence in elementary school. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Montreal, QC, Canada.
  • Lillard, A., y Else-Quest, N. (2006). Evaluating montessori education. Science, 313, 1893–1894. doi: 10.1126/science.1132362.
  • Manjunath, N. K., y Telles, S. (2001). Improved performance in the Tower of London test following yoga. Indian Journal of Physiological Pharmacology, 45, 351–354.
  • Melby-Lervag, M., y Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology. 49, 270–291. doi: 10.1037/a0028228.
  • Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bubb, K., y Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: self-regulation as a mediating mechanism. Child Development. 82, 362–378. doi: 10.1111/j.1467- 8624.2010.01561.x.
  • Riggs, N. R., Greenberg, M. T., Kusché, C. A., y Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum. Prevention Science, 7, 91–102.
  • Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., y Posner, M. I. (2005). Training, maturation, and genetic influ- ences on the development of executive attention. Proceedings of the National Academy of Sciences, USA, 102, 14931–14935.
  • Shipstead, Z., Redick, T. S., y Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin. 138, 628–654. doi: 10.1037/a0027473.
  • Sonuga-Barke, E. J. S., y Halperin, J. M. (2011). Developmental phenotypes and causal pathways in attention deficit/hyperactivity disorder: potential targets for early intervention? Journal of Child Psychology and Psychiatry, 51, 368–389. doi: 10.1111/j.1469- 7610.2009.02195.x.
  • Traverso, L., Viterbori, P., y Usai, M. C. (2015). Improving executive function in childhood: evaluation of a training intervention for 5-year-old children. Frontiers in psychology, 6, 525-539. doi: 10.3389/fpsyg.2015.00525.
  • Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., y Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental Science, 12, 106–113. doi: 10.1111/j.1467-7687.2008.00745.x.
  • Tomporowski, P. D., McCullick, B., Pendleton, D. M., y Pesce, C. (2015). Exercise and children’s cognition: The role of exercise characteristics and a place for metacognition. Journal of Sport and
  • Health Science, 4(1), 47e55. http://dx.doi.org/ 10.1016/j.jshs.2014.09.003.
  • van Lier, P. A., y Deater-Deckard, K. (2016). Children’s Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section. Journal of abnormal child psychology, 44(1), 1-6.
  • Volckaert, A. M. S., y Noël, M. P. (2015). Training executive function in preschoolers reduce externalizing behaviors. Trends in Neuroscience and Education, 4(1), 37-47.
Fuente de los datos: Dialnet