Abstract

Research on young children’s development of executive function (EF) and early mathematics has established relationships between the two, but studies have not investigated whether these relations differ for children with different outcomes in mathematics and EF, especially in the context of interventions. To examine the homogeneity of those relations and the intervention effects, we conducted quantile regression analyses on data from a large study of two prekindergarten interventions: the Building Blocks math curriculum alone (BB), or BB with scaffolding of play to promote executive function (BBSEF). Results revealed that EF competencies have a larger positive relationship to mathematics for children with low math competence compared to children with medium or high competence. The significant predictive relationship of mathematical competencies on EF did not vary for children with different levels of EF abilities at prekindergarten and varied only slightly at kindergarten. Also, interventions had similar immediate effects on math and EF for children with various abilities. The BB intervention had a larger positive delayed effect on math and EF competencies for children with low scores relative to children with high scores. The delayed effect of the BBSEF intervention was similar for children with different levels of EF and math competencies.

摘要

对幼儿执行功能 (EF) 和早期数学发展的研究已经建立了两者之间的关系，但研究尚未调查这些关系对于具有不同数学和 EF 结果的儿童是否存在差异，尤其是在干预的背景下。为了检验这些关系的同质性和干预效果，我们对来自两项幼儿园前干预的大型研究的数据进行了分位数回归分析：单独的积木数学课程 (BB)，或带有游戏支架以促进执行功能的 BB (BBSEF ）。结果表明，与中等或高能力的儿童相比，数学能力低的儿童的 EF 能力与数学具有更大的正相关关系。数学能力对 EF 的显着预测关系在学前班不同 EF 能力水平的儿童中没有变化，在幼儿园时仅略有不同。此外，干预措施对具有各种能力的儿童的数学和 EF 具有类似的直接影响。相对于高分儿童，BB 干预对低分儿童的数学和 EF 能力具有更大的正延迟效应。对于具有不同 EF 和数学能力水平的儿童，BBSEF 干预的延迟效果相似。相对于高分儿童，BB 干预对低分儿童的数学和 EF 能力具有更大的正延迟效应。对于具有不同 EF 和数学能力水平的儿童，BBSEF 干预的延迟效果相似。相对于高分儿童，BB 干预对低分儿童的数学和 EF 能力具有更大的正延迟效应。对于具有不同 EF 和数学能力水平的儿童，BBSEF 干预的延迟效果相似。