PRESCHOOLERS’ REGULATORY FUNCTIONS IN THE CONTEXT OF A NORMATIVE SITUATION
Tamiliia Dotsevych
Hryhorii Skovoroda State Pedagogical University in Pereiaslav
https://orcid.org/0000-0001-6424-7801
PDF 80-90 (Українська)

Keywords

regulatory functions
cultural congruence
cultural rules
gender specificity
preschool age
normative situation

How to Cite

Dotsevych, T. (2020). PRESCHOOLERS’ REGULATORY FUNCTIONS IN THE CONTEXT OF A NORMATIVE SITUATION. PSYCHOLOGICAL JOURNAL, 6(5), 80-90. https://doi.org/10.31108/1.2020.6.5.7

Abstract

Methodology. The development of a child’s self-regulation at preschool age is conditioned by the peculiarities of a cultural situation, which is represented by a set of invariant normative rules. Mastering the invariant cultural rules is understood as shaping the child’s cultural congruence and reflects the child’s development as an agent of his/her culture. To investigate the cognitive aspect of self-regulation, A. Miyake’s model of the “regulatory functions” was used. Within this model three interrelated and simultaneously independent factors were determined: working memory, the ability to shift attention and constraint control.

The study purpose was to find out how the assimilation of the cultural rules of a “normative situation” (N. E. Veraksa) influenced the regulatory functions of preschool age children of different genders.

Methods and research scheme. 113 children of 5–6 years old (58 boys and 55 girls) who attended the senior groups of the nursery schools of Sloviansk, Donetsk region and Pereiaslav,  Kyiv region and 113 mothers (from 24 to 44 years old) participated in the study. Cultural congruence was assessed using the questionnaire for parents that contained the invariant rules for children of 5–6 years old and allowed assessing the extent to which their children could comply with these rules. The regulatory functions was examined using the set of techniques which included the subscales of the testing battery NEPSY-II (Korkman et al., 2007) and the technique DCCS (Zelazo, 2006).

Results. The verbal memory of the boys with higher cultural congruence was developed better, and the boys with the low congruency were able to shift their attention better from one task to another and better retain visual images. As for the girls, the development of their regulatory functions did not depend on their cultural congruence.

Conclusions. The data obtained indicate the gender specificity of the influence of cultural congruence on the children’s regulatory functions, which makes it possible to refine and compare the results with other studies.

 

PDF 80-90 (Українська)

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