Executive functions (EFs) embrace a range of cognitive control processes that allow us to control and direct our own behavior, thoughts, and emotions and to develop complex responses to difficulties. Standardized tasks commonly used to investigate EFs are reviewed. Here, a study is reported of the first challenges that children set for themselves in everyday life situations from the end of the first year in the 0–1 classroom of various early years schools. The influence of educational situations, based on the possibilities of action that the teachers offered the children, and the materiality made available were analyzed. It was found that the children faced challenges from the end of the first year of life. These challenges involved the everyday uses of objects and instruments, uses which were difficult and significative for them: (i) rhythmic-sonorous canonical uses, (ii) canonical uses, and (iii) symbolic uses. These challenges were identified in structured and semi-structured educational situations in which the children could choose the objects, what to do with them and how.

中文翻译：

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儿童早期认知控制的最初表现：教育情境和物质性的重要性

执行功能 (EF) 包含一系列认知控制过程，使我们能够控制和指导我们自己的行为、思想和情绪，并对困难做出复杂的反应。审查了通常用于调查 EF 的标准化任务。在这里，一项研究报告了儿童从第一年年底开始在各种早教学校的 0-1 课堂中在日常生活中为自己设定的第一个挑战。教育情境的影响，基于教师为孩子们提供的行动的可能性，以及提供的物质性进行了分析。结果发现，孩子们从生命的第一年末就面临挑战。这些挑战涉及物体和仪器的日常使用，这些用途对他们来说既困难又重要：(i) 有节奏感的规范使用，(ii) 规范使用，以及 (iii) 象征性使用。这些挑战是在结构化和半结构化教育环境中确定的，在这些环境中，孩子们可以选择对象、如何处理它们以及如何处理。