Dialogic Reading to Empower Executive Functions in Preschoolers

Abstract

Among the interventions recently developed to enhance Executive Functions (EFs) in preschoolers, Quincey Quokka’s Quest (QQQ) is an illustrated book proposing EF activities embedded within a shared reading framework (Howard et al., 2017). In the present study, the Italian version of QQQ (QQQIT) was tested in 20 typical developing 4–5 year old children. Standardized tests were used to assess EFs pre- and post- intervention. QQQIT was conducted once a week for 8 weeks in small groups. A positive trend was registered in QQQIT performances from the first to the last sessions and a significant improvement, in comparison to the control condition, was obtained in the Color and Form Game test. These results, supporting the feasibility of the QQQIT intervention and its efficacy in increasing shifting abilities, confirm the usefulness of ecological interventions to empower specific EF components in preschool contexts.

Development of Physical Activity Models Based on Motor Perception for Kindergarten Children

“…Exercise and physical activity contained in the five motor perception activities, are not only beneficial for physical fitness, but also beneficial for healthy brain function, by increasing neurogenesis, synaptic plasticity, learning processes, and memory function [29]. Executive function which is developed through motor perception activity because it involves aspects of memory, attention, perception, language, and psychomotor function.…”

Training Executive Functions Within the Mathematical Domain: A Pilot Study with an Integrated Digital‐Paper Procedure in Primary Second‐Grade

“…Additionally, interventions on math learning skills tended to use either computerized or paper‐and‐pencil activities, adopting one isolated methodological approach (De Witte, Haelermans, & Rogge, 2015; Sánchez‐Pérez et al, 2018). However, using computerized and paper‐and‐pencil activities together could merge the appeal of the new technologies with the possibility to work in groups on paper materials, thus being more powerful (Ruffini et al, 2021; Shaw & Lewis, 2005).…”