Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF deficits (e.g., poor attentional control, flexibility, inhibitory self-control, working memory, and/or planning/organization) in young children. This mixed-methods study explores this relationship for a population of 19 preschool children. The study includes analysis of interviews with parents, teachers, and early childhood coaches for 4 of the children. Results demonstrated a significant relationship between teacher reports of challenging behaviors and deficits in global EF skills. In addition, participants provided a rich qualitative description of the children's challenges with inhibitory self-control, flexibility, and attention control. Oppositional or defiant behaviors were also prevalent within this group of 4 children. The constellation of difficulties for these children has implications for adults aiming to support positive social development and suggests next steps for research regarding behavioral targets and strategies and the collaborative parent–professional team efforts needed to address the children's needs.

中文翻译：

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学龄前儿童的挑战性行为和执行功能

尽管关于幼儿社会情感能力与其执行功能 (EF) 之间关联的文献越来越多，但对特定挑战性行为（例如，冲动、攻击性、反抗、注意力短时、退缩）和幼儿的特定 EF 缺陷（例如，注意力控制差、灵活性、抑制性自我控制、工作记忆和/或计划/组织）。这项混合方法研究探讨了 19 名学龄前儿童的这种关系。该研究包括对 4 名儿童的父母、老师和幼儿教练的访谈分析。结果表明，教师报告的挑战性行为与全球 EF 技能缺陷之间存在显着关系。此外，参与者对儿童在抑制性自我控制、灵活性和注意力控制方面的挑战进行了丰富的定性描述。在这组 4 名儿童中，反对或挑衅行为也很普遍。这些儿童面临的一系列困难对旨在支持积极社会发展的成年人有影响，并建议下一步研究行为目标和策略，以及解决儿童需求所需的家长-专业团队合作努力。