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

本研究对学龄前儿童执行功能多个领域的调节过程进行了研究。本研究首先采用相关设计，考察了学龄前(5-6岁)儿童对未来思维、情绪调节、心理理论和社会认知冲突解决方式的理解发展。其次，我们分析了学龄前儿童的特殊教学策略与心理理论或他人心理理解的关系，揭示了教学策略与心理理论之间的函数关系。最后，儿童元认知参与与教师在小学数学课中维持学习环境的关系对创设幼儿自主反思型学习环境和学龄前儿童自我反省的养育环境有很大的启示。

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.