The Influence Of Executive Function Intervention On The Development Of Children's Concept Of Number In Middle Class

The concept of number is the "central concept" for the development of children's mathematical ability,and it is also the basis for the development of children's other mathematical abilities.It has an important influence on children's mathematics learning in the later period.Executive function as a cognitive ability has a close relationship with the concept of numbers and plays an important role in the study of number concepts.The existing research on number concept and executive function is mainly related to relevance,and less involves the influence of interventions on executive function on the development of the concept of infant numbers.At present,the research on the specific relationship between the concept of number and the executive function of the kindergarten middle class children and the effect of executive function intervention on the concept of the number of children and the development of executive function are still blank.In this study,a total of 59 children from two classes in a group of kindergartens in Nanjing were selected,and the experimental group was used to control the design.59 children were pre-tested for concept and executive function,and divided into experimental group and control group;the experimental group was used for 2 times a week,30 minutes each time,for a total of 2 months of intervention.After the intervention,the experimental group and the control group were subjected to several concepts and post-test of the executive function,and the concept and performance function were followed up 5 months after the intervention;the partial correlation analysis,the independent sample t test,and the regression analysis were used.And repeated variance analysis to deal with the data,to explore the concept of the number of children in the middle school,the characteristics of the development of executive function,correlation,intervention effect and long-term effect.The results show that:1.There is a significant correlation between the concept of the number of children in the kindergarten middle class and the executive function and the age of the month.2.There is a significant correlation between the concept of the number of children in the middle class and the executive function.In addition to the relationship between suppression control and quantity,cognitive flexibility,number of operations,and number understanding,there are three components of the concept of number(the recognition of numbers,the relationship of numbers,the operation of numbers)and the three sub-components of executive functions.(Working memory,suppression control,cognitive flexibility)all showed significant correlations,and the executive function and its three sub-component logarithmic concepts have significant predictive power.3.Performing functional game intervention can effectively promote the development of children's executive function and its three sub-components(working memory,inhibition control,cognitive flexibility),and the long-term effect of intervention is obvious.4.Performing functional game intervention can effectively promote the development of the concept and number of children's numbers and the development of quantitative relationships.The recognition of numbers has a good long-term effect.Therefore,the researcher believes that the cognitive ability of young children to perform functions should be emphasized,and relevant performance-based game activities should be designed in the game and daily activities according to the age characteristics and interests of the children to promote the development of the concept of children and the ability to perform functions.