The link between motor and executive function (EF) development is unclear. To test whether learning difficult motor task drives EF development, we measured EF changes in 5-year-old children from 3 kindergartens in north-eastern Italy engaged in a specific motor program including a difficult motor task (walking on unstable bar). One-hundred children divided in 2 groups participated for 1 hour/week for 10 weeks: Group A was supported by a teacher and group B no. The capacity to perform the difficult task was assessed at the beginning and end of the study; the children able (Groups A1 and B1) or unable (Groups A2 and B2) to perform the task at the Pre-test were similar in the 2 groups. To assess EF, the day/night test (Gerstadt et al., 1994) was used. Dynamic balance results. Time at spring bar: Group A pre 69.2 post 29.6 - Group B pre 71.8 post 48.8. EF results. Group A1 pre 4.90 post 2.71 - Group B1 pre 3.62 post 3.54. Group A2 pre 4.64 post 1.22 - Group B2 pre 5.30 post 3.55. Conclusions. Teacher support significantly promoted improvement of motor skill; teacher’s scaffolding significantly promoted EF development in children with initial low motor competence only.
Dual role of scaffolding on motor-cognitive development in early childhood education
Tortella P
;
2020-01-01
Abstract
The link between motor and executive function (EF) development is unclear. To test whether learning difficult motor task drives EF development, we measured EF changes in 5-year-old children from 3 kindergartens in north-eastern Italy engaged in a specific motor program including a difficult motor task (walking on unstable bar). One-hundred children divided in 2 groups participated for 1 hour/week for 10 weeks: Group A was supported by a teacher and group B no. The capacity to perform the difficult task was assessed at the beginning and end of the study; the children able (Groups A1 and B1) or unable (Groups A2 and B2) to perform the task at the Pre-test were similar in the 2 groups. To assess EF, the day/night test (Gerstadt et al., 1994) was used. Dynamic balance results. Time at spring bar: Group A pre 69.2 post 29.6 - Group B pre 71.8 post 48.8. EF results. Group A1 pre 4.90 post 2.71 - Group B1 pre 3.62 post 3.54. Group A2 pre 4.64 post 1.22 - Group B2 pre 5.30 post 3.55. Conclusions. Teacher support significantly promoted improvement of motor skill; teacher’s scaffolding significantly promoted EF development in children with initial low motor competence only.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
