Quality of classroom interactions in kindergarten and executive functions among five year-old children.

Duval, Stéphanie; Bouchard, Caroline; Pagé, Pierre et Hamel, Christine (2016). « Quality of classroom interactions in kindergarten and executive functions among five year-old children. ». Cogent Education, 3(1), pp. 1-18.

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Résumé

The goal of this study was to examine the relationship between the quality of classroom interactions in kindergarten and executive functions (EFs) among 5-year-old children. The sample consisted of 118 children, with a mean age of 73.34 months (SD = 4.22), from 12 kindergarten classes. The quality of classroom interactions was measured using the Classroom Assessment Scoring System (CLASS), while the children’s EFs (working memory (WM), inhibition, cognitive flexibility, and planning) were measured using various tests conducted on the children (e.g. Forward and Backward Digit Span). The results show that emotional support in the classroom was positively correlated with EF skills among the children, in particular, those related to WM and cognitive inhibition. Moreover, the results indicate that instructional support was negatively correlated with the children’s WM. Further analyses demonstrated that gross family income reduced the association between instructional support and WM. These findings attest to the importance of emotional support for the development of EFs, particularly WM, and bring out the potential moderating effect of family characteristics (e.g. gross family income) on executive functioning.

Type: Article de revue scientifique
Mots-clés ou Sujets: quality of classroom interactionsexecutive functionsearly childhood education
Unité d'appartenance: Faculté des sciences de l'éducation > Équipe de recherche Qualité des contextes éducatifs de la petite enfance
Déposé par: delegation Alexandra Paquette
Date de dépôt: 15 oct. 2018 08:50
Dernière modification: 15 oct. 2018 09:07
Adresse URL : http://archipel.uqam.ca/id/eprint/11721

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