Examining the relationship between oral language skills and executive functions: Evidence from Greek-speaking 4–5-year-old children with and without Developmental Language Disorder

Un número creciente de estudios indica que la exposición temprana a la música y el movimiento (M&M) impacta positivamente en la autorregulación infantil. Sin embargo, se ha prestado poca atención a lo que las y los docentes de infantil saben y creen sobre la relación entre M&M y la autorregulación, y menos aún a cómo sus propias experiencias de M&M se relacionan con sus conocimientos y creencias. El presente estudio investiga dichos temas utilizando datos de encuestas de 306 maestros de infantil de Hong Kong. Se realizaron análisis descriptivos, de correlación y pruebas t de muestras independientes. La mayoría de participantes creían poseer un alto nivel de comprensión sobre el tema, en particular aquellas con experiencia en M&M. Dichas participantes tenían creencias más sólidas de que M&M fomenta la autorregulación infantil, específicamente las habilidades de coordinación motora, el control de impulsos y el manejo emocional. Concluimos que el conocimiento y las creencias de las y los docentes de infantil sobre el papel de la M&M para apoyar la autorregulación están influenciados por sus propias experiencias de M&M. A mayor experiencia, más profundo será su entendimiento sobre cómo la M&M contribuye a las habilidades de autorregulación infantil. La principal implicación es la necesidad de exponer aún más a las y los docentes de Infantil a las experiencias de aprendizaje de M&M, ya sea de manera formal o informal.

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“…Inhibition, which is the ability to stop prepotent or ongoing responses and resist distractor interference (Kalliontzi et al, 2022). 2.…”

Section: Early Self-regulation: Components Importance and Interventionsmentioning

confidence: 99%

Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation

NG¹,

Bautista²,

Williams

2023

Rev Elec LEEME

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“…By contrast, written narratives have a storage function which allows communication to cross time and space and transfer language from the verbal to the visual realm, thus allowing words and sentences to be presented outside their original context (Keane, 2013). Several factors have been identified to influence children's narrative skills, such as vocabulary (Wood et al, 2016;Souza & Cáceres-Assenço, 2021), executive functions (Boerma et al, 2016;Kalliontzi et al, 2022), gender (Bigozzi & Vettori, 2015;Troia et al, 2012), socioeconomic status (Mozzanica et al, 2016), and culture (Khimji & Maunder, 2012).…”

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confidence: 99%

How Narrative Skills Associate With Peer Relations

Wang,

Yan,

et al. 2024

International Journal of Public Sociology and Sociotherapy

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Narrative skills are essential for children's social development. However, existing research primarily focuses on narratives' impact on children's cognitive abilities, with limited attention given to the relationship between narrative skills and peer interactions. This study aims to explore how oral and written narrative skills are associated with peer relations from a social perspective. 166 Chinese primary school children were randomly assigned to tasks of oral and written narratives, as well as peer nominations. Results indicate that grade 5 students performed significantly better than grade 3 students in both written and oral narrative tasks. Moreover, the level of written narrative proficiency surpassed that of oral skills. Significant interactions were also found among grade level, gender, and narrative modes. Crucially, narrative skills exhibited positive correlations with peer nominations, with stronger correlations seen for written narratives. These findings have important implications for narrative research and language instruction.

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Contributions of cognitive flexibility to reading comprehension in chinese beginning readers

Xu,

Wang,

Chung

et al. 2023

Read Writ

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Examining the relationship between oral language skills and executive functions: Evidence from Greek-speaking 4–5-year-old children with and without Developmental Language Disorder

Cited by 10 publications

References 44 publications

Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation

Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation

How Narrative Skills Associate With Peer Relations

Contributions of cognitive flexibility to reading comprehension in chinese beginning readers

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