Educational Program for Nurturing Executive Functions andAutonomously-reflective Self in Preschool Children

本研究涉及学龄前儿童执行功能的几个领域的调节过程。首先，我们采用相关设计调查了学龄前（5 ~ 6岁）儿童的发展性理解与未来导向思维、情绪调节、ToM和社会认知冲突解决的关系。其次，我们分析了幼儿快速教学策略与他人心理理解之间的关系，揭示了教学策略与他人心理理解之间的函数关系。幼儿元认知参与与教师维持小学数学课学习环境之间的关系，对营造幼儿元认知参与和自主反思环境具有重要的启示意义。

The present research concerned with preschool children’sregulative processes of several domains of executive functions (EFs). Firstly, we adoptedcorrelational design to investigate preschool (5 to 6-year-old) children’s developmentalunderstanding interwoven with the future-oriented thinking, emotional regulation, ToM,and socio-cognitive conflict resolutions. Secondary, we had analysed how the preschooler'speer-teaching strategies were related with ToM or the mental understanding of others, andrevealed the beginning of functional relationship between teaching strategies and ToM.And finally the relationships between children’s metacognitive participation andteacher’s sustaining the learning environment in elementary school math lessons were verysuggestive for creating nurturing environment of EFs and autonomously-reflective self inpreschool children.