Experimental Study On The Influence Of Picture Book Drama Educational Activities On The Development Of Middle Class Children’s Executive Function

Executive function refers to the individual’s high-level cognitive skills through the regulation of various basic cognitive processes to produce coordinated and orderly behavior,which can be divided into three components: working memory,inhibitory control,and cognitive flexibility.Executive function is essential for an individual’s development and is closely related to children’s behavioral development,speech development,emotional management,and academic performance.The research and investigation of the development characteristics of individuals with executive function show that the 4-5 years old stage in the preschool period is a critical period for the development of individual executive function,during which the breadth of working memory,inhibition and control,and cognitive flexibility develop rapidly.At present,most of the research related to executive function is based on school-age children,and the intervention experiments for preschool children’s executive function are relatively lacking.In addition,the teaching method of picture book drama education activities is conducive to the development of children’s imagination and creativity,and there may be a close relationship between it and preschool children’s executive skills.Therefore,this study selects middle school children as experimental subjects,intervenes in children’s executive function through picture book drama education activities,tries to explore the relationship between picture book drama education activities and the executive function development of 4-5-year-old children,and specifically analyzes the correlation degree and development trend of picture book drama education activities and the sub-components and dimensions of executive function,in order to provide more effective practical guidance for kindergarten teachers and provide suggestions for promoting the better development of preschool children’s executive function.The study selected 60 children aged 4-5 from the whole class of Yantai A-kindergarten.The whole class was divided into experimental group(n=30)and control group(n=30).And the experimental design of pre-test and post-test of experimental group and control group was adopted.The experimental group received an intervention program of "picture book drama education activities" for 20 lessons,twice a week for 10 weeks,while the control group maintained the same daily teaching activities,to explore the intervention effect of "picture book drama education activities" on the development of executive function of middle class children.After the experiment,two teachers and some parent representatives of the experimental class were interviewed to understand the behavioral changes related to executive function in the lives of the children in the experimental class.Research results: After 10 weeks of picture book drama education activities,the results of inhibitory control and working memory were significantly different in the experimental group.However,there was no significant difference between the pre-test and post-test results of inhibitory control,working memory and cognitive flexibility in the control group.In addition,from the dialogue with the interviewees,it can be seen that the behavior related to the field of life involved in the three dimensions of executive function of the children in the experimental group has also improved significantly.Research conclusions: "Picture Book Drama Education Activities" can effectively promote the development of executive functions in 4-5 years old children,especially inhibition control and working memory.Based on this,the researchers make the following recommendations:First of all,we should pay attention to the positive effect of picture drama education activities on the development of children’s executive function.In addition,we should effectively carry out drama performances of picture books according to children’s development level,and create game situations for children to cooperate with peers and solve problems through negotiation.Finally,according to the different activity objectives,different indication methods are flexibly used to enhance teachers and children’s re-creation ability and encourage children to actively construct.