The Realationship Between Gross Motor Development And Executive Function In 3-6-Year-Old Children And Intervention Research

3-6 years old is the "peak" and "sensitive period" of children’s movement and executive function development.Executive function plays an important role in all aspects of individual life.The abnormal development of executive function will cause individuals to have different degrees of obstacles in other aspects,such as decision-making,cognition,attention and emotion.A large number of studies have shown that the good development of children’s movements is not only conducive to the development of executive function,but also conducive to physical quality,social adaptation,mental health,peer communication and so on.Nowadays,many parents and school teachers,with the slogan of "let children win at the starting line",excessively cultivate children’s intellectual development and ignore the importance of action development,so that children should develop corresponding action skills at the right time,but they have not been reasonably developed.Over protecting children is not conducive to their healthy growth.Therefore,this study explores the relationship between children’s movement development and executive function,and provides a basis for promoting children’s movement development to improve executive function,so as to arouse the attention of families,schools and society to children’s movement development.And summed up scientific and effective action intervention methods to improve children’s movement development,and lay a good foundation for the development of executive function.In this study,children aged 3-6 in two kindergartens in Kaifeng City,Henan Province were taken as the research objects.Finally,766 valid data of large muscle movement and 686 valid data of executive function were obtained.Specifically,this study was divided into two studies.Study 1:(1)The development of gross motor and executive function of preschool children aged 3-6 years was measured and evaluated by using test of gross motor development-2(TGMD-2),day night task,graphic beans task and rabbit boat classification task;(2)Analyze the data results,understand the development status of children’s gross motor and executive function,and analyze the relationship between the development of gross motor and executive function.Study 2:(1)Two classes(control group and intervention group)were selected from the middle class.The intervention group received 9-week intervention activities(2 times / week,40 minutes / time),while the control group carried out the original business activities according to the kindergarten;(2)After the intervention,the gross motor development and executive function of the two groups of children were measured again,the effectiveness of the intervention activities was analyzed,and the intervention activities were evaluated.Conclusions:(1)There were significant gender differences in the development of gross motor(p<0.001),significant differences in object control movements(p<0.001),and no significant differences in displacement movements(p>0.05);(2)There was no significant gender difference in children’s executive function(p>0.05),but it was different in all dimensions.There was significant difference between men and women in cognitive flexibility(p<0.001).Through the comparison of men and women in all grades,it was found that this gender difference only exists in small classes;(3)There was significant correlation between children’s gross motor and executive function(p<0.001),object control movement as a whole and executive function and sub dimension(p<0.001),displacement movement as a whole and executive function and sub dimension(p<0.001);(4)9-week object control intervention can significantly improve children’s ability of object control movement and executive function,and has a significant effect on promoting the development of children’s working memory and cognitive flexibility.