Investigation On The Development Status Of Executive Function Of Children Aged 3 To 6 Years

Executive function is a kind of high-level cognitive ability,which refers to a series of psychological processing processes in which an individual thinks,stays focused,and supervises and regulates his thoughts and behaviors.At the same time,it is also the deep core behind individual learning,which is important for individual development.The significance of understanding the executive function more deeply and understanding the current status of executive function development is of special significance to promote preschool educators to understand children,educate children,and improve their professional qualities.In this study,the questionnaire survey method was used to expand the sampling scope based on the existing research,and six sample parks were selected in the J district of Chengdu by convenient sampling methods to explore the "Preschool Children’s Executive Function Behavior Assessment Scale(BRIEF-P)" in China.Applicability in the context of culture,the use of the revised scale to investigate the current status of executive functions of children aged 3-6,and the establishment of regional norms to provide data references for educators to promote the development of children’s executive functions.This research consists of two parts.First,it revises the project expression of the widely used BRIEF-P abroad and verifies its reliability and validity.Secondly,the quantitative analysis of the status quo of executive function development of preschool children aged 3-6 years,the establishment of regional norms,the analysis of the status quo,and the influencing factors of the status quo are discussed.The research summarizes and discusses the analysis from the following aspects.First,the revised BRIEF-P scale has shown good reliability and validity among childrenaged 3-6 in China and can be used to evaluate the executive function of preschool children in China.Second,the development of children’s executive function is not significantly affected by the third-order interaction effects of gender,kindergarten nature,and parenting style,and the main effect of parenting style is significant;the total score of children’s executive function is not significantly different in age,inhibiting self-regulation and flexibility index The difference in age is significant,and four years old is an important node;the total score of children’s executive function differs significantly in gender.Third,the development level of children’s executive function is affected by many external factors.Finally,3-6 years old children perform functional gender,age percentile norm can be used as a reliable reference standard for scale evaluation.On the basis of the investigation and analysis of the status quo,this study puts forward educational suggestions for the development of executive function of preschool children:(1)Based on the perspective of norms,evaluate the current status of executive function development of young children.(2)Education promotion should pay attention to development differences and seize the critical period.(3)Positive parenting behavior promotes better development of children’s executive function.