When children transition to school between the ages of 4 and 6 years, they must learn to control their attention and behaviour to be successful. Concurrently, executive function (EF) is an important skill undergoing significant development in childhood. To understand changes occurring during this period, we examined the role of parenting in the development of children's EF from 4 to 6 years old. Participants were mother and child dyads (N = 151). Children completed cognitive tasks to assess overall EF at age 4 and age 6. At both time points, mothers and children completed interaction tasks which were videotaped and coded to assess various parenting dimensions. Results indicated that children with high EF at age 4 were more likely to have high EF at age 6. In addition, results suggested that higher levels of positive parenting across the transition to school promote stability of individual differences in EF.

中文翻译：

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在过渡到学校期间，育儿和儿童执行功能的稳定性。

当孩子在4至6岁之间过渡到学校时，他们必须学会控制自己的注意力和行为以取得成功。同时，执行功能（EF）是一项在童年时期经历显着发展的重要技能。为了了解在此期间发生的变化，我们研究了育儿在4至6岁儿童EF发育中的作用。参加者有母子二元组（N= 151）。孩子们完成了认知任务，以评估4岁和6岁时的总体EF。在两个时间点，母亲和孩子都完成了互动任务，并对其进行了录像和编码以评估各种育儿维度。结果表明，在4岁时具有较高EF的儿童在6岁时更可能具有较高的EF。此外，结果表明，在过渡到学校的过程中，较高的积极育儿水平促进了EF个体差异的稳定。