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Psychological Science and Education
2018. Vol. 23, no. 6, 85–96
doi:10.17759/pse.2018230608
ISSN: 1814-2052 / 2311-7273 (online)

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

1061

A.K. Belolutskaya, A.N. Veraksa, O.V. Almazova, D.A. Bukhalenkova, M.N. Gavrilova, I.B. Shiyan

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Abstract

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.

General Information

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

Journal rubric: Educational Psychology

DOI: https://doi.org/10.17759/pse.2018230608

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

For citation: Belolutskaya A.K., Veraksa A.N., Almazova O.V., Bukhalenkova D.A., Gavrilova M.N., Shiyan I.B. Association between Educational Environment in Kindergarten and Executive Functions in Preschool Age. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 6, pp. 85–96. DOI: 10.17759/pse.2018230608. (In Russ., аbstr. in Engl.)

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Information About the Authors

Anastasiya K. Belolutskaya, PhD in Psychology, Associate Professor, Lomonosov Moscow State University, e-mail: anabel@eurekanet.ru

Aleksandr N. Veraksa, Doctor of Psychology, Professor, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Vice-Director of Psychological Institute, Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-7187-6080, e-mail: veraksa@yandex.ru

Olga V. Almazova, PhD in Psychology, Associate Professor, Developmental Psychology Department, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8852-4076, e-mail: almaz.arg@gmail.com

Daria A. Bukhalenkova, PhD in Psychology, Associate Professor, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Researcher, Laboratory of Child Psychology and Digital Socialization, Psychological Institute of Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4523-1051, e-mail: d.bukhalenkova@inbox.ru

Margarita N. Gavrilova, PhD in Psychology, Junior Researcher of the Department of Psychology of Education and Pedagogy of the Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8458-5266, e-mail: gavrilovamrg@gmail.com

Igor B. Shiyan, PhD in Psychology, Associate Professor, Moscow City University, Moscow, Russia, e-mail: igor.bogdanovich@gmail.com

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