This paper presents the findings of a study conducted with preschool teachers trialling an intervention in which executive function activities are embedded in teachers’ daily practices and imaginary play is used to build meaningful problem situations that children solve using executive functions. The participants were 227 preschool children (53% male, M age = 55.5 months, SD = 4.2) in 10 preschool groups from Brisbane, Australia. The intervention consisted of educators and children creating and developing an imaginary situation (playworld) over an extended period (e.g. one school term). Executive function was assessed pre- and post-intervention. A repeated measures ANOVA demonstrated significant differences between Time 1 and Time 2 on all executive function measures. The study found that teachers can develop children’s executive functions when executive function activities are embedded in teachers’ daily practices, and when imaginary play is used to build meaningful problem situations that children solve using executive functions.

中文翻译：

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通过想象中的游戏增强执行功能：一种有前途的新实践原则

本文介绍了一项针对学龄前教师进行的研究的结果，该研究尝试了一项干预措施，其中将执行功能活动嵌入到教师的日常实践中，并通过想象中的游戏来建立有意义的问题情境，以便儿童使用执行功能来解决。参与者是来自澳大利亚布里斯班的10个学前班的227名学龄前儿童（53％的男性，M年龄= 55.5个月，SD = 4.2）。干预措施由教育者和儿童在较长时期（例如一个学期）内创造和发展一种想象的情况（游戏世界）组成。干预前后评估执行功能。重复测量方差分析表明，在所有执行功能测量上，时间1和时间2之间存在显着差异。