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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273


License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal


Association between Educational Environment in Kindergarten and Executive Functions in Preschool Age

Belolutskaya A.K., Ph.D. in Psychology, Associate Professor, Lomonosov Moscow State University, Moscow, Russia,
Veraksa A.N., Ph.D. in Psychology, Professor, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia,
Almazova O.V., Ph.D. in Psychology, Associate Professor, Chair of Developmental Psychology, Department of Psychology, Lomonosov Moscow State University, Moscow, Russia,
Bukhalenkova D.A., Ph.D. Student, Department of Developmental Psychology, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia,
Gavrilova M.N., PhD Student, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia,
Shiyan I.B., Ph.D. in Psychology, Associate Professor, Moscow City University, Moscow, Russia,
This paper presents an empirical study on the interrelationship between levels of regulatory functions development in preschool children and the quality of preschool education.The study involved 31 groups of preschool children in Moscow (657 children aged 5—6 years).ECERS-R scales and the NEPSY-II battery were used.A number of significant correlations was revealed between such components of regulatory functions as verbal working memory, visual-spatial working memory, inhibitory control, cognitive flexibility and various environmental factors.The paper stresses the importance of creating conditions for recreation and relaxation as well as for the development of gross motor skills, and highlights the significance of group interaction for the development of regulatory functions in children.

Keywords: regulatory functions, quality of preschool education, verbal memory, visual-spatial memory, inhibitory control, cognitive flexibility, ECERS-R

Column: Educational Psychology



This work was supported by grant RSСF №17-78-20198.

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