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Using Games and Activities to Increase Inhibitory Control Skills in Kindergarten-Aged Children

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Bibliographic Details
Title: Using Games and Activities to Increase Inhibitory Control Skills in Kindergarten-Aged Children
Language: English
Authors: Kailyn Lambert, Cynthia F. DiCarlo (ORCID 0000-0002-9492-169X), Denise Rueter
Source: Early Childhood Education Journal. 2026 54(2):517-525.
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: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Kindergarten, Young Children, Executive Function, Inhibition, Games, Developmentally Appropriate Practices, Self Control, Intervention, Skill Development
DOI: 10.1007/s10643-024-01847-x
ISSN: 1082-3301
1573-1707
Abstract: Executive function skills are critical in early development, as they "form the foundation for children's ability to self-regulate" (McLelland, et al., 2016, p. 242). Inhibitory control, one component of executive function, is the ability to suppress or inhibit responses to distractions when completing a task. The purpose of this study was to improve children's inhibitory control in the classroom through age appropriate games, which promote controlling emotions and remaining on task. Three target children were observed in the classroom they attended with their regular teacher. Baseline data revealed that the target children needed improvement on inhibitory control skills, which included controlling emotions and staying on task. The Inhibitory Control Intervention consisted of age-appropriate games (Uno, Perfection, Matching Cards, I Spy book) that promoted staying on task and controlling emotions independently and with small groups of peers. Data were collected using momentary time sampling for a ten minute period during free choice center time. When the Inhibitory Control Intervention was in place, there was an increase in both on task behavior and controlling emotions during free-choice center time. Providing opportunities for children to practice inhibitory control skills can be beneficial for increasing children's self-regulation skills.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507419
Database: ERIC
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Abstract:Executive function skills are critical in early development, as they "form the foundation for children's ability to self-regulate" (McLelland, et al., 2016, p. 242). Inhibitory control, one component of executive function, is the ability to suppress or inhibit responses to distractions when completing a task. The purpose of this study was to improve children's inhibitory control in the classroom through age appropriate games, which promote controlling emotions and remaining on task. Three target children were observed in the classroom they attended with their regular teacher. Baseline data revealed that the target children needed improvement on inhibitory control skills, which included controlling emotions and staying on task. The Inhibitory Control Intervention consisted of age-appropriate games (Uno, Perfection, Matching Cards, I Spy book) that promoted staying on task and controlling emotions independently and with small groups of peers. Data were collected using momentary time sampling for a ten minute period during free choice center time. When the Inhibitory Control Intervention was in place, there was an increase in both on task behavior and controlling emotions during free-choice center time. Providing opportunities for children to practice inhibitory control skills can be beneficial for increasing children's self-regulation skills.
ISSN:1082-3301
1573-1707
DOI:10.1007/s10643-024-01847-x