This study aimed to test the impact of play on the development of executive functions (EFs) in preschoolers. Thirty-two games were designed to be collectively played in groups by 70 children, in their regular classes. The games were specifically designed to promote the development of the three components of EFs: inhibition (behavioral or cognitive), working memory, and cognitive flexibility. The games focused on each function were of three types: playground games, expression games, and classroom games. Sixty 45 min play sessions were held on consecutive days for 3 months, always in the first period. The sessions were guided by two members of the research team, assisted by the four teachers of the participating classes. The intervention was carried out in two highly socially vulnerable schools in the city of Santiago de Chile. Four classes were studied in total: two experimental groups and two controls. The classes were selected using a questionnaire on teacher-student interaction quality and an age homogeneity criterion. EFs were evaluated using the Hearts and Flowers task at three points: before the intervention (T1), immediately after the end of the intervention (T2), and 8 months after the end of the intervention (T3). The results show a significant difference in the growth of EFs by comparing the experimental and control groups (p = 0.04) between T1 and T3. They also reveal a strong correlation between EFs measures at T1 and mathematics performance at T3. These results are discussed within the context of the guidelines proposed by Diamond and Ling (2016) and Barnett (2011) regarding what an EFs promotion program needs to be considered effective and high quality. The program presented in this study meets most of the requisites mentioned by the authors, which proves that following these guidelines guarantees a high probability of success.

Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study

Characteristics of Cognitive Development Attention Span: Children in kindergarten typically have an attention span of about 10-15 minutes for a single activity. They benefit from frequent changes in activity and content that is interactive and engaging. Memory: At this age, children are developing their memory skills. They can remember and follow simple instructions and are beginning to understand sequences and patterns. Language Development: Kindergarten children are rapidly expanding their vocabulary and improving their sentence structure. They are also starting to understand more complex language concepts, such as storytelling and basic grammar rules. Problem-Solving Skills: Kindergarteners are developing their problem-solving abilities. They can engage in simple problem-solving tasks and enjoy activities that challenge their thinking, such as puzzles and games. Symbolic Thinking: Children in this age group are beginning to understand that symbols (like letters and numbers) represent real-world objects and concepts. This is crucial for reading and math skills. Use of Technology Interactive Apps and Games: Educational apps and games designed to hold the attention of young children can be used. These can include interactive storybooks, math games, and language learning apps that provide immediate feedback and rewards. Multimedia Resources: Videos, songs, and animations can be incorporated to explain concepts. For example, educational videos on platforms like YouTube Kids can make learning more engaging and cater to visual and auditory learners. Digital Storytelling: Apps that allow children to create their own stories can be used. This can help with language development and understanding narrative structures. Apps like "Toontastic" or "Book Creator" are excellent for this purpose. Interactive Whiteboards: Interactive whiteboards can be utilized in the classroom to make lessons more dynamic. These boards can display interactive lessons, games, and activities that children can participate in directly. Virtual Manipulatives: Virtual manipulatives can be used for math and problem-solving activities. Websites like "ABCmouse" and "Starfall" offer a range of interactive tools that help children understand mathematical concepts through hands-on learning. Adaptive Learning Software: Adaptive learning software that adjusts the difficulty of tasks based on the child's performance can be implemented. This personalized approach can help cater to individual learning paces and styles. By understanding these cognitive characteristics and leveraging appropriate technologies, educators can create a more engaging and effective learning environment for kindergarten children. Sources:I need to cite three sources

Executive function profiles of preschool children with autism spectrum disorder and attention-deficit/hyperactivity disorder: A systematic review

Executive functioning involves three components: _____.Group of answer choicesinformation processing, emotional reactivity, and social awarenessworking memory, cognitive flexibility, and inhibitory controlshort-term memory, habituation, and theory of mindperspective-taking, concrete thinking, and cognitive flexibility

Executive function