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Exploring the Relations of Executive Functions with Emotional, Linguistic, and Cognitive Skills in Preschool Children: Parents vs. Teachers Reports

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Title: Exploring the Relations of Executive Functions with Emotional, Linguistic, and Cognitive Skills in Preschool Children: Parents vs. Teachers Reports
Language: English
Authors: Pietro Spataro, Mara Morelli, Sabine Pirchio, Sara Costa, Emiddia Longobardi
Source: European Journal of Psychology of Education. 2024 39(2):1045-1067.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Preschool Children, Executive Function, Language Skills, Thinking Skills, Emotional Intelligence, Relationship, Parent Attitudes, Teacher Attitudes, Behavior Problems, Child Behavior, Child Development, Differences, Nonverbal Ability, Nonverbal Learning
Assessment and Survey Identifiers: Raven Progressive Matrices
DOI: 10.1007/s10212-023-00749-7
ISSN: 0256-2928
1878-5174
Abstract: This study investigated the executive functions (EF) of preschool children and their associations with emotional, linguistic, and cognitive skills, using parent and teacher reports. A total of 130 children aged 34 to 71 months participated. The preschool version of the Behavior Rating Inventory of Executive Function (BRIEF-P) was completed by both parents and teachers to assess behavioral difficulties in the use of EFs, while children were administered the Test of Emotion Comprehension (TEC), the Test of Language Evaluation (TVL), and the Coloured Progressive Matrices (CPM). Statistical analyses revealed significant differences between parents' and teachers' reports, with parents attributing to children more EF difficulties than parents. Children's EF difficulties were negatively associated with emotion comprehension, language ability, and non-verbal intelligence, although correlations were stronger when using teachers' reports. The value of using indirect measurement of preschoolers' EF problems and the importance of adopting a multi-informant approach are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1424916
Database: ERIC
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  Data: Exploring the Relations of Executive Functions with Emotional, Linguistic, and Cognitive Skills in Preschool Children: Parents vs. Teachers Reports
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  Data: <searchLink fieldCode="AR" term="%22Pietro+Spataro%22">Pietro Spataro</searchLink><br /><searchLink fieldCode="AR" term="%22Mara+Morelli%22">Mara Morelli</searchLink><br /><searchLink fieldCode="AR" term="%22Sabine+Pirchio%22">Sabine Pirchio</searchLink><br /><searchLink fieldCode="AR" term="%22Sara+Costa%22">Sara Costa</searchLink><br /><searchLink fieldCode="AR" term="%22Emiddia+Longobardi%22">Emiddia Longobardi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2024 39(2):1045-1067.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Relationship%22">Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Ability%22">Nonverbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Learning%22">Nonverbal Learning</searchLink>
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  Data: 10.1007/s10212-023-00749-7
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  Data: This study investigated the executive functions (EF) of preschool children and their associations with emotional, linguistic, and cognitive skills, using parent and teacher reports. A total of 130 children aged 34 to 71 months participated. The preschool version of the Behavior Rating Inventory of Executive Function (BRIEF-P) was completed by both parents and teachers to assess behavioral difficulties in the use of EFs, while children were administered the Test of Emotion Comprehension (TEC), the Test of Language Evaluation (TVL), and the Coloured Progressive Matrices (CPM). Statistical analyses revealed significant differences between parents' and teachers' reports, with parents attributing to children more EF difficulties than parents. Children's EF difficulties were negatively associated with emotion comprehension, language ability, and non-verbal intelligence, although correlations were stronger when using teachers' reports. The value of using indirect measurement of preschoolers' EF problems and the importance of adopting a multi-informant approach are discussed.
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      – SubjectFull: Language Skills
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      – TitleFull: Exploring the Relations of Executive Functions with Emotional, Linguistic, and Cognitive Skills in Preschool Children: Parents vs. Teachers Reports
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