The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex

Autor/in	Watanabe, Nobuki
Titel	The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex
Quelle	In: International Electronic Journal of Mathematics Education, 16 (2021) 3, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Watanabe, Nobuki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Executive Function; Piagetian Theory; Developmental Stages; Conservation (Concept); Cognitive Processes; Brain Hemisphere Functions; Preschool Children; Foreign Countries; Mathematics Education; Psychology; Cognitive Development; Japan + Suchen Sie Ihr Suchwort? Konservierung; Cognitive process; Kognitiver Prozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Mathematische Bildung; Psychologie; Kognitive Entwicklung
Abstract	Conservation and executive function (EF) are important early childhood skills; however, knowledge about their relationship is scarce. Hence, in this study, this relationship is investigated, and a comparison is conducted between the Piagetian conservation and EF tasks to obtain the total hemoglobin (mMmm) for the left and right brain activity in the prefrontal cortex of children, using a functional near-infrared spectroscopy. As a case study, a survey was conducted in the home of a four-year-old child (boy) in Japan in 2020. His home was selected as the primary place of investigation owing to the spread of the coronavirus disease 2019 infection. The researcher was an expert in pedagogy and psychology. The following hypothesis could be formulated from the case studies analyzed herein: From the viewpoint of the brain activity in the prefrontal cortex, there may be a link between the conservation of quantity and EF. The preservation of quantity is closely related to mathematics education. This hypothesis can thus expand the scope of research and practice in the fields of psychology, education, and mathematics education. Furthermore, the results may help psychologists, psychiatrists, teachers, parents, and others involved in the development of children sublate the value of their concept of conservation and improve their support methods. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01