Is it possible to promote executive functions in preschoolers? A case study in Brazil
Tóm tắt
Từ khóa
Tài liệu tham khảo
Alves, I, & Duarte, J. (2001). Escala de Maturidade Mental Columbia [Columbia Mental Maturity Scale]. Sao Paulo, Brazil: Casa do Psicólogo.
Baddeley, A. (2000). The episodic buffer: a new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423. doi: 10.1016/S1364-6616(00)01538-2 .
Barnett, WS, Jung, K, Yarosz, DJ, Thomas, J, Hornbeck, A, Stechuk, R, & Burns, S. (2008). Educational effects of the tools of the mind curriculum: a randomized trial. Early Childhood Research Quarterly, 23(3), 299–313. doi: 10.1016/j.ecresq.2008.03.001 .
Bernier, A, Carlson, SM, Deschênes, M, & Matte-Gagné, C. (2012). Social factors in the development of early executive functioning: a closer look at the caregiving environment. Developmental Science, 15(1), 12–24. doi: 10.1111/j.1467-7687.2011.01093.x .
Berwid, O, Kera, EC, Santra, A, Bender, H, & Halperin, J. (2005). Sustained attention and response inhibition in preschool children at-risk for AD/HD. Journal of Child Psychology & Psychiatry, 46(11), 1219–1229.
Best, JR, & Miller, PH. (2010). A Developmental Perspective on Executive Function. Child Development, 81, 1641–1660. doi: 10.1111/j.1467-8624.2010.01499.x .
Bibok, MB, Carpendale, JIM, & Müller, U. (2009). Parental scaffolding and the development of executive function. In C Lewis & JIM Carpendale (Eds.), New Directions in Child and Adolescent Development: Social interaction and the development of executive function (pp. 17–34). New York, NY: Jossey-Bass.
Blair, C, & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899–891. doi: 10.1017/S0954579408000436 .
Bodrova, E, & Leong, DJ. (2003). The Importance of Being Playful. The First Years of School, 60(7), 50–53.
Bodrova, E, & Leong, DJ. (2007). Tools of the mind. OH: Merrill/Prentice Hall.
Bodrova, E., & Leong, D. J. (2010). Curriculum and Play in Early Child Development. Encyclopedia on Early Childhood Development: Executive Functions. Centre of Excellence for Early Childhood Development. USA. http://www.child-encyclopedia.com/sites/default/files/dossiers-complets/en/executive-functions.pdf . Accessed 25 November 2014.
Brasil. (1998). National Curricular Referential for Children Education. Brasilia: Ministry of Education and Sport.
Brasil. (2013). Anuário da Educação Brasileira Básica. Todos pela Educação [Directory of Brazilian Elementary Education. All for Education]. Brasília: Editora Moderna.
Brocki, K, & Bohlin, G. (2006). Developmental change in the relation between executive functions and symptoms of ADHD and co-occurring behaviour problems. Infant and Child Development, 15(1), 19–40. doi: 10.1002/icd.413 .
Carlson, SM. (2009). Social origins of executive function development. In C Lewis & JIM Carpendale (Eds.), New Directions in Child and Adolescent Development: Social interaction and the development of executive function (pp. 87–98). New York, NY: Jossey-Bass.
Center on the Developing Child at Harvard University. (2015). Executive Function: Skills for Life and Learning. Cambridge, MA: Harvard University.
Dancey, CP, & Reidy, J. (2006). Statistics without Maths for Psychology. Porto Alegre, Brazil: Artmed.
Davidson, MC, Amso, D, Anderson, LC, & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44, 2037–2078. doi: 10.1016/j.neuropsychologia.2006.02 .
Dawson, P, & Guare, R. (2010). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York, NY: The Guilford Press.
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135–68. doi: 10.1146/annurev-psych-113011-143750 .
Diamond, A, & Lee, K. (2011). Interventions shown to aid Executive Function development in children 4 to 12 years old. Science, 333, 959–964. doi: 10.1126/science.1204529 .
Diamond, A, Barnett, WS, Thomas, J, & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1386–1387. doi: 10.1126/science.1151148 .
Dias, NM, Menezes, A, & Seabra, AG. (2013). Age Differences in Executive Functions within a Sample of Brazilian Children and Adolescents. The Spanish Journal of Psychology, 16, E9. doi: 10.1017/sjp.2013.12 .
Dias, NM, & Seabra, AG. (2013a). Funções Executivas: desenvolvimento e intervenção [Executive functions: development and intervention]. Temas sobre Desenvolvimento, 19, 206–212.
Dias, NM, & Seabra, AG. (2013b). Programa de Intervenção sobre a Autorregulação e Funções Executivas – PIAFEx [The Intervention Program for Self-regulation and Executive Functions]. Sao Paulo, Brazil: Memnon.
Dias, NM, & Seabra, AG. (2015a). El PIAFEx - Programa de Intervención en Autorregulación y Funciones Ejecutivas – (versión en español). Sao Paulo, Brazil: Memnon.
Dias, NM, & Seabra, AG. (2015b). The Promotion of Executive Functioning in a Brazilian Public School: a pilot study with 1st graders of Elementary. The Spanish Journal of Psychology, 18, E8. doi: 10.1017/sjp.2015.4 .
Espy, KA, & Cwik, MF. (2004). The Development of a Trail Making Test in Young Children: The TRAILS-P. The Clinical Neuropsychologist, 18, 411–422. doi: 10.1080/138540409052416 .
García-Molina, A, Enseñat-Cantallops, A, Tirapu-Ustárroz, J, & Roig-Rovira, T. (2009). Maduración de la corteza prefrontal y desarrollo de las funciones ejecutivas durante los primeros cinco años de vida. Revista de Neurologia, 48(8), 435–440.
Hammond, SI, Müller, U, Carpendale, JIM, Bibok, MB, & Lebermann-Finestone, DP. (2012). The Effects of Parental Scaffolding on Preschoolers’ Executive Function. Developmental Psychology, 48(1), 271–281. doi: 10.1037/a0025519 .
Hook, C. J., Lawson, G. M., & Farah, M. J. (2013). Socioeconomic status and the development of executive function. In J. B. Morton (Ed.), Encyclopedia on Early Childhood Development: Executive Functions. Centre of Excellence for Early Childhood Development. USA. http://www.child-encyclopedia.com/sites/default/files/dossiers-complets/en/executive-functions.pdf . Accessed 25 November 2014.
Lahat, A, Todd, RM, Mahy, CEV, Lau, K, & Zelazo, PD. (2010). Neurophysiological correlates of executive function: a comparison of European-Canadian and Chinese-Canadian 5-year-old children. Frontiers in Human Neuroscience, 3, 1–10.
Meltzer, L. (2010). Promoting executive functions in the classroom. New York, NY: The Guilford Press.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100. doi : 10.1006/cogp.1999.0734 .
Moffitt, TE, Arseneault, L, Belsky, D, Dickson, N, Hancox, RJ, Harrington, H, & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. PNAS, 108(7), 2693–2698. doi: 10.1073/pnas.1010076108 .
Montiel, JM, & Seabra, AG. (2012). Teste de Atenção por Cancelamento [Cancellation Attention Test]. In AG Seabra & NM Dias (Eds.), Avaliação neuropsicológica cognitiva: atenção e funções executivas [Cognitive Neuropsychological Assessment: Attention and executive functions] (pp. 47–56). Sao Paulo, Brazil: Memnon.
Noble, KG, Norman, MF, & Farah, MJ. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74–87. doi: 10.1111/j.1467-7687.2005.00394.x .
Rosário, P, Núñes, JC, & González-Pienda, J. (2007a). Auto-regulação em crianças sub-10: Projecto sarilhos do amarelo. Porto, Portugal: Porto Editora.
Rosário, P, Costa, JC, Mourão, R, Chaleta, E, Grácio, ML, Núñez, JC, & González-Pienda, J. (2007b). De pequeno é que se auto-regula o destino. Educação: Temas e Problemas (Portugal), 4, 281–293.
Seabra, AG, & Dias, NM. (2012). Avaliação neuropsicológica cognitiva: atenção e funções executivas [Cognitive Neuropsychological Assessment: Attention and executive functions]. Sao Paulo, Brazil: Memnon.
Strauss, E, Sherman, EMS, & Spreen, O. (2006). A Compendium of Neuropsychological Tests: Administration, norms and commentary. New York: Oxford University Press.
von Suchodoletz, A, Gestsdottir, S, Wanless, SB, McClelland, MM, Birgisdottir, F, Gunzenhauser, C, & Ragnarsdottir, H. (2013). Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly, 28, 62–73. doi: 10.1016/j.ecresq.2012.05.003 .
Thorell, LB, Lindqvist, S, Nutley, SB, Bohlin, G, & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental Science, 12(1), 106–113. doi: 10.1111/j.1467-7687.2008.00745.x .
Trevisan, B. T. (2010). Atenção e controle inibitório em pré-escolares e correlação com indicadores de desatenção e hiperatividade [Attention and inhibitory control in preschoolers and correlation with inattention and hyperactivity indicators]. Master’s dissertation. Mackenzie Presbyterian University, Sao Paulo, Brazil. http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2132 . Accessed 25 November 2014.
Wenzel, A. J., & Gunnar, M. R. (2013). Protective role of executive function skills in high-risk environments. In JB Morton (Ed.), Encyclopedia on Early Childhood Development: Executive Functions. Centre of Excellence for Early Childhood Development. USA. http://www.child-encyclopedia.com/sites/default/files/dossiers-complets/en/executive-functions.pdf . Accessed 25 November 2014.