Effect of Executive Functions Training and Physical Activity on Working Memory Inhibitory Control and Numerical Skills of Preschoolers

Abstract

Executive functions (EFs) are set of cognitive abilities that allow children to control thoughts and actions in difficult or complex situations. These functions play important role in child s cognitive, physical and emotional development. Via dorsal front striatal brain circuits, these allow child to regulate his behaviour, thoughts and emotions, and enable self-control. Working memory and inhibitory control are the two core executive functions that develop rapidly during the preschool period and play important role in supporting school readiness. Impairments in EFs are related to deficits in attention, hyperactivity and impulsivity. Thus, it is important that EFs of children should be fully developed as early as possible in order to make them proficient for future works. Thus, it becomes important to develop these functions at an early age so that future risk of developing psychological disorders can be reduced. The present study is an effort in this direction. The study aimed at studying the effect of executive functions training and physical activity on executive functions and further considering the transfer effect of such training on numerical skills of preschoolers. The present study was conducted on 94 preschoolers (age range: 3-5 years) of Agra region. The subjects were divided in to two experimental groups (EG-1 and EG-2) and one active control group. EG-1 was trained for EFs tasks whereas EG-2 practiced two hours of physical activity prior to EF training. Performance based tasks were used to measure working memory, inhibitory control and numerical skills. The results of the study show the significant effect of both executive functions training and executive functions training with physical activity on the dependent variables. Additionally, the result of the study shows that executive functions training with physical activity would be the much better in comparison to executive functions training when it comes to develop working memory and inhibitory control of preschoolers. No significant difference was found between the effect of EF training and EF training with physical activity in case of numerical skills. The present study did not only endeavour towards the objective analysis of the data but also subjective experiences of parents of preschoolers were also collected. The positive results of the study pave the way forward for a better educational provision for preschoolers in a way that such training in their early years will help in reducing the risk of developmental disorder by developing their cognitive and physical aspects till great extent. newline