Constructivism and Social Constructivism in the Study of Relationship Between Early Childhood Education Quality and Executive Function at 5–6 years Old

Author:

Belolutskaya AnastasiaORCID,Bukhalenkova DaryaORCID,Krasheninnikov-Khait EvgeniyORCID,Shiyan IgorORCID,Shiyan OlgaORCID,Veraksa AleksanderORCID

Publisher

Springer International Publishing

Reference64 articles.

1. Ardilla, A. (2013). Development of metacognitive and emotional executive functions in children. Applied Neuropsychology: Child, 2(2), 82–87.

2. Berezhkovskaya, E. (2015). Age periodization of the zone of the proximal development and sensitive periods. In V. Kudryavtsev (Ed.), Learning and development: Modern theory and practice: Materials of XVI international readings in memory (2 parts) (pp. 161–166). Lev.

3. Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29, 180–200. https://doi.org/10.1016/j.dr.2009.05.002

4. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111–127.

5. Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs (Rev ed.). National Association for the Education of Young Children.

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