The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions

Autores
Bayley, Stephen H.; Hermida, Maria Julia; Gotuzo Seabra, Alessandra
Año de publicación
2024
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Executive Functions (EFs) comprise some of the most important mental processes for human thinking. Together, they play an essential role in helping us to regulate our thoughts and actions to achieve our goals. According to key literature, EFs include working memory (holding and manipulating information in one’s mind), inhibitory control (resisting impulses, ignoring distractions, and delaying gratification), and cognitive flexibility (switching between mental sets and seeing things from different perspectives) (Diamond, 2006; Miyake et al., 2000). All these processes are critical for academic achievement, the emotion regulation needed for school adaptation, and a host of valuable later-life outcomes (Moffett & Morrison, 2020; Moffitt et al., 2011).
Fil: Bayley, Stephen H.. University of Cambridge; Estados Unidos
Fil: Hermida, Maria Julia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Hurlingham.; Argentina
Fil: Gotuzo Seabra, Alessandra. Universidade Presbiteriana Mackenzie; Brasil
Materia
GUIDED PLAY
PRESCHOOL
EXECUTIVE FUNCTIONS
TRAINING
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/239759
Acceder
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network_name_str CONICET Digital (CONICET)
spelling The Importance of Guided Play in Classrooms to Promote Children’s Executive FunctionsBayley, Stephen H.Hermida, Maria JuliaGotuzo Seabra, AlessandraGUIDED PLAYPRESCHOOLEXECUTIVE FUNCTIONSTRAININGhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Executive Functions (EFs) comprise some of the most important mental processes for human thinking. Together, they play an essential role in helping us to regulate our thoughts and actions to achieve our goals. According to key literature, EFs include working memory (holding and manipulating information in one’s mind), inhibitory control (resisting impulses, ignoring distractions, and delaying gratification), and cognitive flexibility (switching between mental sets and seeing things from different perspectives) (Diamond, 2006; Miyake et al., 2000). All these processes are critical for academic achievement, the emotion regulation needed for school adaptation, and a host of valuable later-life outcomes (Moffett & Morrison, 2020; Moffitt et al., 2011).Fil: Bayley, Stephen H.. University of Cambridge; Estados UnidosFil: Hermida, Maria Julia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Hurlingham.; ArgentinaFil: Gotuzo Seabra, Alessandra. Universidade Presbiteriana Mackenzie; BrasilUniversidade Presbiteriana Mackenzie2024-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/239759Bayley, Stephen H.; Hermida, Maria Julia; Gotuzo Seabra, Alessandra; The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions; Universidade Presbiteriana Mackenzie; Psicologia; 26; 2; 7-2024; 1-41516-36871980-6906CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://editorarevistas.mackenzie.br/index.php/ptp/article/view/16913info:eu-repo/semantics/altIdentifier/doi/10.5935/1980-6906/ePTPIC16913.eninfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:35:58Zoai:ri.conicet.gov.ar:11336/239759instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:35:58.544CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions
title The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions
spellingShingle The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions
Bayley, Stephen H.
GUIDED PLAY
PRESCHOOL
EXECUTIVE FUNCTIONS
TRAINING
title_short The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions
title_full The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions
title_fullStr The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions
title_full_unstemmed The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions
title_sort The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions
dc.creator.none.fl_str_mv Bayley, Stephen H.
Hermida, Maria Julia
Gotuzo Seabra, Alessandra
author Bayley, Stephen H.
author_facet Bayley, Stephen H.
Hermida, Maria Julia
Gotuzo Seabra, Alessandra
author_role author
author2 Hermida, Maria Julia
Gotuzo Seabra, Alessandra
author2_role author
author
dc.subject.none.fl_str_mv GUIDED PLAY
PRESCHOOL
EXECUTIVE FUNCTIONS
TRAINING
topic GUIDED PLAY
PRESCHOOL
EXECUTIVE FUNCTIONS
TRAINING
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Executive Functions (EFs) comprise some of the most important mental processes for human thinking. Together, they play an essential role in helping us to regulate our thoughts and actions to achieve our goals. According to key literature, EFs include working memory (holding and manipulating information in one’s mind), inhibitory control (resisting impulses, ignoring distractions, and delaying gratification), and cognitive flexibility (switching between mental sets and seeing things from different perspectives) (Diamond, 2006; Miyake et al., 2000). All these processes are critical for academic achievement, the emotion regulation needed for school adaptation, and a host of valuable later-life outcomes (Moffett & Morrison, 2020; Moffitt et al., 2011).
Fil: Bayley, Stephen H.. University of Cambridge; Estados Unidos
Fil: Hermida, Maria Julia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Hurlingham.; Argentina
Fil: Gotuzo Seabra, Alessandra. Universidade Presbiteriana Mackenzie; Brasil
description Executive Functions (EFs) comprise some of the most important mental processes for human thinking. Together, they play an essential role in helping us to regulate our thoughts and actions to achieve our goals. According to key literature, EFs include working memory (holding and manipulating information in one’s mind), inhibitory control (resisting impulses, ignoring distractions, and delaying gratification), and cognitive flexibility (switching between mental sets and seeing things from different perspectives) (Diamond, 2006; Miyake et al., 2000). All these processes are critical for academic achievement, the emotion regulation needed for school adaptation, and a host of valuable later-life outcomes (Moffett & Morrison, 2020; Moffitt et al., 2011).
publishDate 2024
dc.date.none.fl_str_mv 2024-07
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/239759
Bayley, Stephen H.; Hermida, Maria Julia; Gotuzo Seabra, Alessandra; The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions; Universidade Presbiteriana Mackenzie; Psicologia; 26; 2; 7-2024; 1-4
1516-3687
1980-6906
CONICET Digital
CONICET
url http://hdl.handle.net/11336/239759
identifier_str_mv Bayley, Stephen H.; Hermida, Maria Julia; Gotuzo Seabra, Alessandra; The Importance of Guided Play in Classrooms to Promote Children’s Executive Functions; Universidade Presbiteriana Mackenzie; Psicologia; 26; 2; 7-2024; 1-4
1516-3687
1980-6906
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://editorarevistas.mackenzie.br/index.php/ptp/article/view/16913
info:eu-repo/semantics/altIdentifier/doi/10.5935/1980-6906/ePTPIC16913.en
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Presbiteriana Mackenzie
publisher.none.fl_str_mv Universidade Presbiteriana Mackenzie
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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