Executive Functions in Children and Ways to Improve them in Educational Contexts
DOI:
https://doi.org/10.23882/MJ1921Keywords:
cognitive development, educational intervention programs, executive functionsAbstract
The main objective of this paper is to contribute to a greater knowledge of the field of scientific study of executive functions, especially among professionals and researchers of preschool and basic education. In this sense, based on the evidence, we seek to substantiate the crucial role of executive functioning in the development and learning of children. For this purpose, we proceeded to a non-systematic literature review on which to base the choice of concepts and issues addressed. It is intended to show that in recent decades very significant progress has been made in understanding executive functions during childhood, namely how these functions change during development, how they influence the behaviour and learning of children and which are the activities and curriculum programs for the promotion of FE that have the best results.
References
Blair, C. (2013). Executive Functions in the Classroom. Encyclopedia on Early Childhood Development. January 2013. Acedido em http://www.child-encyclopedia.com/executive-functions/according-experts/executive-functions-classroom
Blair, C. (2016). Developmental science and executive function. Current directions in psychological science, 25(1), 3-7. doi: 10.1177/0963721415622634 acedido em https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4789148/
Diamond A. (1995). Evidence of robust recognition memory early in life even when assessed by reaching behavior. J. Exp. Child Psychol. 59, 419–56.
Diamond A. (2002). Normal development of prefrontal cortex from birth to young adulthood: cognitive functions, anatomy, and biochemistry. In Principles of Frontal Lobe Function, ed. DTStuss, RT Knight, pp. 466– 503. London: Oxford Univ. Press.
Diamond, A. (2001). AV/A Model system for studying the role of dopamine in the prefrontal cortex during early development in humans: early and continuously treated phenylketonuria. Handbook of developmental cognitive neuroscience, 433.
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. 135-168 doi:10.1146/annurev-psych-113011-143750 acedido em www.ncbi.nlm.nih.gov/pubmed/19743555
Diamond, A. (2014). Understanding executive functions: What helps or hinders them and how executive functions and language development mutually support one another. Perspectives on Language and Literacy, 40(2), 1-7.
Diamond, A., & Goldman-Rakic, P. S. (1985). Evidence for involvement of prefrontal cortex in cognitive changes during the first year of life: Comparison of performance of human infants and rhesus monkeys on a detour task with transparent barrier. Soc Neurosci Abstr. (Vol. 11, p. 832).
Diamond, A., & Goldman-Rakic, P. S. (1989). Comparison of human infants and rhesus monkeys on Piaget's AB task: Evidence for dependence on dorsolateral prefrontal cortex. Experimental brain research, 74(1), 24-40.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333 (6045), 959-964. doi: 10.1126/science.1204529 acedido www.ncbi.nlm.nih.gov/pmc/articles/PMC3159917/
Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental cognitive neuroscience, 18, 34-48.
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool Program Improves Cognitive Control. Science, 318 (5855), 1387- 1388. doi:10.1126/science.1151148 acedido em www.ncbi.nlm.nih.gov/pmc/articles/PMC2174918/
Dias, M., Gomes, A., Reppold, T., Fioravanti-Bastos, M., Pires, U., Carreiro, R., Seabra, G. (2015). Investigação da estrutura e composição das funções executivas: análise de modelos teóricos. Psicologia: Teoria e Prática, 17(2).
Friedman, N. P., & Miyake, A. (2016). Unity and diversity of executive functions: Individual differences as a window on cognitive structure. Cortex, 86, 186-204. doi: 10.1016/j.cortex.2016.04.023. Epub 2016 May 10. Acedido em www.ncbi.nlm.nih.gov/pubmed/27251123
Garon, N., Bryson., S. E., Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychol Bull. 134(1), 31-60. doi: 10.1037/0033-2909.134.1.31. Acedido em www.ncbi.nlm.nih.gov/pubmed/18193994/
Goldstein, S., Naglieri, J., Princiotta, D., & Otero, T. (2014). Introduction: A History of Executive Functioning as a Theoretical and Clinical Construct. In Handbook of Executive Functioning, S. Goldstein e J. A. Naglieri eds, pp. 3-12. doi: 10.1007/978-1-4614-8106-5_1 acedido em https://bit.ly/3jFFqFt
Mesquita, I. Q. M. (2011). Avaliação das funções executivas em crianças. Tese de Doutoramento. Universidade Fernando Pessoa. Acedido em https://bdigital.ufp.pt/handle/10284/3312
Mischel, W., Shoda, Y., & Rodriguez, M. I. (1989). Delay of gratification in children. Science, 244(4907), 933-938. doi: 10.1126/science.2658056 acedido em https://science.sciencemag.org/content/244/4907/933
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions four general conclusions. Current Directions in Psychological Science, 21(1), 8-14.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysis. Cognitive Psychology, 41(1), 49-100.
Munakata, Y., Michaelson, L., Barker, J., & Chevalier, N. (2013). Executive functioning during infancy and childhood. Curr Dir Psychol Sci. 25(1), 3-7. doi: 10.1177/0963721415622634
Núcleo Ciência Pela Infância (2016). Estudo nº III. Funções Executivas e Desenvolvimento na primeira infância: Habilidades Necessárias para a Autonomia. Acedido em https://ncpi.org.br/wp-content/uploads/2018/08/Funcoes_executivas.pdf
Rueda, M. R., & Paz-Alonso P. M. (2013). Executive Function and Emotional Development. Encyclopedia on Early Childhood Development. Acedido em www.child-encyclopedia.com/executive-functions/according-experts/executive-function-and-emotional-development
Rueda, M. R., Checa, P., & Combita, L. M. (2011). Enhanced efficiency of the executive attention network after training in preschool children: Immediate and after two months effects. Developmental Cognitive Neuroscience. doi: 10.1016/j.dcn.2011.09.004.
Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences of the USA, 102(41), 14931-14936.
Takacs, Z. K., & Kassai, R. (2019). The efficacy of different interventions to foster children’s executive function skills: A series of meta-analyses. Psychological Bulletin, 145(7), 653-697. http://dx.doi.org/10.1037/bul0000195
Uehara, E., Charchat-Fichman, H., & Landeira-Fernández, J. (2013). Funções executivas: Um retrato integrativo dos principais modelos e teorias desse conceito. Revista Neuropsicologia Latinoamericana, 5(3), 25-37. ISSN 2075-9479 Acedido em http://neuropsicolatina.org/index.php/Neuropsicologia_Latinoamericana/article/view/145
Vellinho, H. C. (2009). Funções Cognitivas - convergências entre neurociências e epistemologia genética. Educação & Realidade, 34(3), 225-246.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Jacinto Gaudêncio
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
