UDC

612.821

DOI

10.37482/2687-1491-Z194

Authors

Аnna А. Farkova* ORCID: https://orcid.org/0000-0002-6609-3292
Lyudmila V. Morozova* ORCID: https://orcid.org/0000-0001-5503-8485
Lyudmila V. Sokolova** ORCID: https://orcid.org/0000-0003-2211-049X

 *Northern (Arctic) Federal University named after M.V. Lomonosov
(Arkhangelsk, Russia)
**Institute of Developmental Physiology, Russian Academy of Education
(Moscow, Russia)

Corresponding author: Anna Farkova, address: nab. Severnoy Dviny 17, Arkhangelsk, 163002, Russia; e-mail: a.farkova@narfu.ru

Abstract

The age of 5–6 years is an important stage in the development of the child’s executive functions. It is traditionally considered a sensitive period, which is complicated by the transition from the pre-school to the primary school educational system. A child’s future academic success depends on the degree of development of executive functions (EF). Identifying specific EF components that are closely related to school readiness can help devise optimal educational approaches to pre-schoolers. Early diagnosis of certain signs of control function immaturity can help correct them in order to develop all the components of voluntary attention. The purpose of this paper is to assess the development of executive functions in children aged 5–6 years. Materials and methods. The longitudinal study was conducted between 2020 and 2022 and involved 15 children (9 boys and 6 girls) aged 5 to 6 years without a history of neurological and mental diseases, attending the same preschool (in the city of Arkhangelsk) that conforms to modern educational standards. The testing was carried out at the beginning and at the end of each academic year. Results. Having compared the parameters under study in children aged 5–6 years, we found uneven development of the EF components. Progressive changes at this age concern the functions of selective regulation, control, and following certain programmes of activities. The integral indicator of the total EF deficit follows a noticeable downward trend. This can also be evidenced by significant direct correlations between the EF components and academic success.

Keywords

psychophysiological development of children, executive functions, 5–6-year-olds, children in the Russian North, voluntary attention, school readiness

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