Abstract The main objective of this study was to analyse how the use of digital resources contributes to improving cognitive flexibility, inhibitory control and basic math skills in early childhood education. Ninety children, aged 5 to 6 years, were divided into three groups. One group received the intervention in paper and pencil format, another group received the same intervention in digital format, and a third was a non-treatment group. Executive functions were evaluated using the Eriksen flanker task, while basic mathematical skills were evaluated using the Test for Diagnosis Assessment of Mathematical Disabilities (TEDI-MATH).The results showed significant improvements in the two groups that received the intervention. However, there were no differences between the two modalities of intervention, except in the total reaction time for the tasks of inhibitory control. The group that received the intervention in digital format obtained shorter total reaction times.The data obtained support the idea that it is possible to improve executive functioning and basic math skills in early childhood education. However, it was the content and not the format of the tasks used that determined the observed changes.

中文翻译：

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评估虚拟干预计划对儿童教育中认知灵活性、抑制控制和基本数学技能的影响

摘要 本研究的主要目的是分析数字资源的使用如何有助于提高幼儿教育中的认知灵活性、抑制控制和基本数学技能。90 名 5 至 6 岁的儿童被分为三组。一组接受纸笔形式的干预，另一组接受数字形式的相同干预，第三组是非治疗组。使用 Eriksen 侧翼任务评估执行功能，而使用数学障碍诊断评估测试 (TEDI-MATH) 评估基本数学技能。 结果显示，接受干预的两组都有显着改善。然而，两种干预方式之间没有差异，除了抑制控制任务的总反应时间。接受数字格式干预的组获得了更短的总反应时间。获得的数据支持这样的观点，即可以提高幼儿教育中的执行功能和基本数学技能。然而，决定观察到的变化的是所用任务的内容而不是格式。