{"title":"自我指导的戏剧和音乐节目提高了日本儿童的执行功能","authors":"Taku Kosokabe , Makoto Mizusaki , Wakako Nagaoka , Miwa Honda , Noriyuki Suzuki , Reiko Naoi , Yusuke Moriguchi","doi":"10.1016/j.tine.2021.100158","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Young children<span> can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.</span></p></div><div><h3>Method</h3><p>This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.</p></div><div><h3>Results</h3><p>We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.</p></div><div><h3>Conclusion</h3><p>Daily play programs that focus on children's self-directedness can promote children's EF development.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100158","citationCount":"4","resultStr":"{\"title\":\"Self-directed dramatic and music play programs enhance executive function in Japanese children\",\"authors\":\"Taku Kosokabe , Makoto Mizusaki , Wakako Nagaoka , Miwa Honda , Noriyuki Suzuki , Reiko Naoi , Yusuke Moriguchi\",\"doi\":\"10.1016/j.tine.2021.100158\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Young children<span> can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.</span></p></div><div><h3>Method</h3><p>This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.</p></div><div><h3>Results</h3><p>We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.</p></div><div><h3>Conclusion</h3><p>Daily play programs that focus on children's self-directedness can promote children's EF development.</p></div>\",\"PeriodicalId\":46228,\"journal\":{\"name\":\"Trends in Neuroscience and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2021-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.tine.2021.100158\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Trends in Neuroscience and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2211949321000107\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NEUROSCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Trends in Neuroscience and Education","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2211949321000107","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NEUROSCIENCES","Score":null,"Total":0}
Self-directed dramatic and music play programs enhance executive function in Japanese children
Background
Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.
Method
This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.
Results
We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.
Conclusion
Daily play programs that focus on children's self-directedness can promote children's EF development.
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