A végrehajtó funkciók szerepe és fejlesztési lehetőségei óvodáskorban és az iskolára való felkészítés során

Background and aims: Executive functions, their various types, measurement possibilities, and significance have been extensively covered in Hungarian literature (Józsa & Józsa, 2017; Mohai et al., 2016; Tánczos, 2012; Tánczos et al., 2014). However, there is a relatively limited discussion regarding the potential for nurturing these skills. This article aims to fill this gap by providing a comprehensive overview. The primary objective is to create a summary that draws upon international literature, offering a thorough understanding of the development, measurement, and relevance of executive functions. Furthermore, we will explore the evidence base regarding interventions to promote these skills in childhood, with a specific focus on preschool-aged children.

Methods: A focused literature review was conducted.

Results: Executive functions play a particularly crucial role during the preschool and primary school years. Among the numerous programs designed for their development, current understanding suggests that programs emphasizing the teaching of self-regulation strategies, such as mindfulness, have demonstrated the highest effectiveness.

Discussion: By providing a detailed presentation of intervention approaches, our article can contribute to these tools becoming better known, accepted, and applied within a domestic context.