Complementary Relationships between Executive Functions and the Acquisition of Routines in Young Children

DOI Web Site
  • Yanaoka Kaichi
    Graduate School of Education, Kyoto University Japanese Society for Promotion of the Science

Bibliographic Information

Other Title
  • 乳幼児期における実行機能とルーティンの獲得の相補性―抑制と切り替えに着目して―
  • ニュウヨウジキ ニ オケル ジッコウ キノウ ト ルーティン ノ カクトク ノ ソウホセイ : ヨクセイ ト キリカエ ニ チャクモク シテ

Search this article

Abstract

<p>Our daily life is composed of several sequential actions that we perform routinely. When children start to learn the action sequences of morning preparation in their kindergarten school, executive functions are needed to control their behaviours. As they repeatedly perform the sequences, they will acquire the routines and come to perform the morning preparation without top-down control. However, the deviations from the acquired routines potencially make them control their bahviours again. As with this example, both excutive funtions and routines mutually shape our goal-directed behaviours. This article aimed to the cognitive processes underlying the performance of goal-directed behaviours in young children, from the viewpoint of the relationships between executive functions and the acquisition of routines. We reviewed developmental evidence about the association of executie functions with routines in both infants and preschoolers. Based on the review, we proposed the complementary relationships between executive functions and routines in preschoolers, which was not true of infants. Finally, we discussed the theoretical impact of our proposal on the previous studies about executive functions and working memory training.</p>

Journal

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top