What is it about?
This study investigated the efficacy of an online intervention that focuses on cool executive function components (inhibitory control, working memory, and cognitive flexibility) in improving children's adjustment during the COVID-19 pandemic. The study included seven sessions consisting of 4 different tasks (self-ordered pointing task, flanker task, stop-signal task, and flexible item selection task), which lasted approximately one month. Sixty-four children (48-72 months) who participated in the study were randomized into an experimental or control group. The results indicate that the adjustment among participants has improved significantly only in children aged four years (48-59 months). This finding suggests that the cool executive function intervention can promote early child adjustment by adding another aspect of EF, even in a pandemic condition.
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Why is it important?
Children learn to regulate themselves independently at preschool age; thus, adjustment is necessary to improve. Several studies have found a relationship between cool executive function and the development of adjustment. However, little is known about the impact of cool executive function intervention to enhance the adjustment of preschool children.
Perspectives
These findings provide relevant knowledge about the impact of cool executive function intervention for adjustment in preschool children. The intervention was successfully used online for children. Moreover, the cool executive function intervention in this study was also made simple and involved parents in daily life.
Sharfina Divo
Read the Original
This page is a summary of: Impact of online cool executive function intervention for adjustment in 48-72 months old children during COVID-19, January 2023, American Institute of Physics,
DOI: 10.1063/5.0111295.
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