Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review Pub Date : 2023-03-01 DOI:10.1016/j.dr.2022.101063

Sümeyye Koşkulu-Sancar , Eva van de Weijer-Bergsma , Hanna Mulder , Elma Blom

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引用次数: 7

Abstract

The aim of the current systematic review is (1) to examine theoretical frameworks and mechanisms explaining the association between parental and teacher behaviors and child executive function (EF) development, and (2) to compare and combine empirical findings for the relationship between parental and teacher behaviors and child EF development in early and middle childhood. Results revealed that theoretical frameworks have been established more strongly in the parent literature and parental behaviors have been more extensively studied with more diverse terms compared to studies in teacher literature. Overall, patterns of findings suggest that positive (e.g., emotional support) and cognitive parental/teacher behaviors (e.g., cognitive stimulation) were positively linked to child EF performance while negative behaviors (e.g., intrusiveness) were adversely related. Considering the similar roles of parents and teachers in child EF development, insights from parent literature could enable a better understanding of the impact of teacher behaviors on child EF (and vice versa), and opens new venues for future teacher research. Moreover, these findings suggest that, in addition to genetic transmission, social factors such as parent/teacher-child interactions play a significant role in EF development. Future research should investigate the joint influence of parent and teacher behaviors on child EF.

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考察父母和教师在儿童早期和中期执行功能发展中的作用：一项系统综述

当前系统综述的目的是：（1）研究解释父母和教师行为与儿童执行功能（EF）发展之间联系的理论框架和机制，以及（2）比较和结合父母和教师的行为与儿童早期和中期执行功能发展之间关系的实证结果。结果表明，与教师文献中的研究相比，父母文献中的理论框架已经建立得更加牢固，父母行为也得到了更广泛的研究，术语也更加多样。总体而言，研究结果表明，积极的（如情感支持）和认知的父母/教师行为（如认知刺激）与儿童EF表现呈正相关，而消极的行为（如侵扰）则相反。考虑到父母和教师在儿童EF发展中的相似作用，从父母文献中获得的见解可以更好地理解教师行为对儿童EF的影响（反之亦然），并为未来的教师研究开辟新的场所。此外，这些发现表明，除了基因传播外，父母/教师-儿童互动等社会因素在EF的发展中也发挥着重要作用。未来的研究应该调查父母和教师行为对儿童EF的共同影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Review PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

11.00

自引率

3.00%

发文量

审稿时长

51 days

期刊介绍： Presenting research that bears on important conceptual issues in developmental psychology, Developmental Review: Perspectives in Behavior and Cognition provides child and developmental, child clinical, and educational psychologists with authoritative articles that reflect current thinking and cover significant scientific developments. The journal emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology. The research concerns issues with important implications for the fields of pediatrics, psychiatry, and education, and increases the understanding of socialization processes.