Executive Functions and educational actions in an infant school: private uses and gestures at the end of the first year / Funciones Ejecutivas y acción educativa en la Escuela Infantil: usos y gestos privados al final del primer año
Restricted accessResearch articleFirst published online June, 2017
Executive Functions and educational actions in an infant school: private uses and gestures at the end of the first year / Funciones Ejecutivas y acción educativa en la Escuela Infantil: usos y gestos privados al final del primer año
From the end of the first year children begin to self-regulate their own behaviour. Executive Functions are already present. This paper shows evidence — from a longitudinal case study carried out at an infant school — of the beginnings of the functional use of a spoon by an 11-month-old child through self-regulatory processes with non-linguistic semiotic systems. These involve (1) private gestures including (a) ostensive, (b) pointing, (c) symbolic and (d) emotional gestures; (2) attempts at grasping; and (3) proto-canonical uses of the spoon. This self-regulation process is enhanced by the educational intervention of the teacher who demonstrates its use, invites, re-orientates and evaluates the child’s entry into spoon uses.
Get full access to this article
View all access options for this article.
References
1.
BasilioM.RodríguezC. (2011). Usos, gestos y vocalizaciones privadas: De la interacción social a la autorregulación. Infancia y Aprendizaje, 34, 181–194. doi:10.1174/021037011795377593
2.
BasilioM.RodríguezC. (2016). How toddlers think with their hands: Social and private gestures as evidence of cognitive self-regulation in guided play with objects. Early Child Development and Care, 1–16. doi:10.1080/03004430.2016.1202944
3.
BatesE.CamaioniL.VolterraV. (1975). The acquisition of performatives prior to speech. Merril-Palmer Quarterly, 21, 205–226.
4.
BodrovaE.LeongD. J. (1996/2007). Tools of the mind. The Vygotskian approach to early childhood education. Columbus, OH: Merrill Prentice Hall.
5.
BrunerJ. S. (1970). The growth and structure of skill. In ConnollyK. (Ed.), Mechanisms of motor skill development (pp. 63–92). New York, NY: Academic Press.
6.
CárdenasK.RodríguezC.PalaciosP. (2014). First symbols in a girl with Down syndrome: A longitudinal study from 12 to 18 months. Infant Behavior and Development, 37, 416–427. doi:10.1016/j.infbeh.2014.06.003
7.
CarpendaleJ. I. M.CarpendaleA. B. (2010). The development of pointing: From personal directedness to interpersonal direction. Human Development, 53, 110–126. doi:10.1159/000315168
8.
CavalcanteS.RodríguezC. (2015). The understanding of die as an object that has Numerical functions. A longitudinal study using two children from the ages of 24 to 36 months interacting with an adult Monográfico: Conocimiento matemático temprano. Estudios de Psicología, 36, 48–70. doi:10.1080/02109395.2014.1000028
9.
CerchiaroE. (2013). Emergencia, patrones de cambio y trayectorias de desarrollo en niños entre 15 y 26 meses de edad (Doctoral Dissertation). Universidad del Valle. Instituto de Psicología, Santiago de Cali, Colombia.
10.
ClarkH. (2003). Pointing and placing. In KitaS. (Ed.), Pointing. Where language, culture and cognition meet (pp. 243–268). Mahwah, NJ: LEA.
11.
ConnollyK. J.DalgleishM. (1989). The emergence of a tool-using skill in infancy. Developmental Psychology, 25, 894–912. doi:10.1037/0012-1649.25.6.894
12.
DelgadoB.GómezJ. C.SarriáE. (2006). Has the pointing gesture a private function? Pointing as a possible precursor of private speech. In MonteroI. (Ed.), Current research trends in private speech: Proceedings of the first international symposium on self-regulatory functions of Language (pp. 125–130). Madrid: Ediciones UAM.
13.
DelgadoB.GómezJ. C.SarriáE. (2009). Private pointing and private speech: Developing parallelisms. In WinslerA.FernyhoughC.MonteroI. (Eds.), Private Speech, executive functioning, and the development of verbal self-regulation (pp. 153–162). Cambridge: Cambridge University Press.
14.
DelgadoB.GómezJ. C.SarriáE. (2011). Pointing gestures as a cognitive tool in Young children: Experimental evidence. Journal of Experimental Child Psychology, 110, 299–312. doi:10.1016/j.jecp.2011.04.010
15.
Baker-DenizC. B. (2009). Early childhood teachers’ awareness, beliefs, and practices toward chidren’s private speech. In WinslerA.FernyhoughC.MonteroI. (Eds.), Private Speech, executive functioning, and the development of verbal self-regulation (pp. 236–246). Cambridge: Cambridge University Press.
16.
EspañolS. (2006). Possible precursors of private speech: Deictic, symbolic and aesthetic self-directed gestures. In MonteroI. (Ed.), Current research trends in private speech: Proceedings of the first international symposium on self regulatory functions of Language (pp. 120–124). Madrid: Ediciones UAM.
17.
EspañolS.RivièreÁ. (2000). Gestos comunicativos y contextos interpersonales: Un estudio con niños de 10 a 16 meses. Estudios de Psicología, 21, 65–66, 225–245. doi:10.1174/021093900320380785
18.
EstradaL. F. (2013). Componentes emocionales e interacciones triádicas adulto-objeto-bebé entre los 12 y 16 meses de vida (Master’s Thesis). Madrid: Facultad de Psicología, Universidad Autónoma de Madrid.
19.
GandolfiE.ViterboriP.TraversoL.UsaiM. C. (2014). Inhibitory processes in toddlers: A latent-variable approach. Frontiers in Psychology, 5, 181. doi:10.3389/fpsyg.2014.00381
20.
FreelonD. G. (2010). ReCal: Intercoder reliability calculation as a web service. International Journal of Internet Science, 5(1), 20–33.
21.
GarcíaC.DickA. S. (2013). Stuck in the moment: Cognitive inflexibility in preschoolers following an extended time period. Frontiers in Psychology, 4, 959. doi:10.3389/fpsyg.2013.00959
22.
GesellA.IlgF. L. (1937). Feeding behavior of infants: A pediatric approach to the mental hygiene of early life. Philadelphia, London: J.B. Lippincott Company.
23.
IshiguroH. (2016). How a young child learns how to take part in mealtimes in a Japanese day-care center: A longitudinal case study. European Journal of Psychology of Education, 31, 13–27. doi:10.1007/s10212-014-0222-9
24.
LausbergH.SloetjesH. (2009). Coding gestural behavior with the NEUROGES-ELAN system. Behavior Research Methods, 41, 841–849. doi:10.3758/BRM.41.3.841
25.
LuriaA. (1974/1984). El cerebro en acción. Barcelona: Ediciones Martínez Roca.
26.
LuriaA. (1979). The making of mind. A personal account of soviet psychology. (Edited by M. Cole & S. Cole). Cambridge, MA: Harvard University Press.
27.
McCartyM. E.CliftonR. K.CollardR. R. (2001). The beginnings of tool use by infants and toddlers. Infancy, 2, 233–256. doi:10.1207/S15327078IN0202_8
28.
Moreno-NúñezA.RodríguezC.Del OlmoM. J. (2015). The rhythmic, sonorous and melodic components of adult-child-object interactions between 2 and 6 months old. Integrative Psychological and Behavioral Science, 49, 737–756. doi:10.1007/s12124-015-9298-2
29.
MoriguchiY. (2014). The early development of executive function and its relation to social interaction: A brief review. Frontiers in Psychology, 5, 388. doi:10.3389/fpsyg.2014.00388
30.
MoriguchiY.ChevalierN.ZelazoP. D. (2016). Editorial: Development of Executive Function during Childhood. Frontiers in Psychology, 7(6). doi: 10.3389/fpsyg.2016.00006
31.
MoroC. (2012). Heuristique des thèses sémiotiques vygotskiennes pour l’approche du développement des fonctions exécutives chez le jeune enfant. Rivista Italiana di Filosofia del Linguaggio, Vygotskij and language/Vygotskij e il linguaggio, 6, 210–224.
32.
MoroC.RodríguezC. (2005). L’objet et la construction de son usage chez le bébé. Une approche sémiotique du développement préverbal. Berne: Peter Lang.
33.
MoroC.DupertuisV.FardelS.PiguetO. (2015). Investigating the development of consciousness through ostensions toward oneself from the onset of the use-of-object to first words. Cognitive Development, 36, 150–160. doi:10.1016/j.cogdev.2015.09.002
34.
MulderH.HoofsH.VerhagenJ.van der VeenI.LesemanP. (2014). Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds. Frontiers in Psychology, 5, 733. doi:10.3389/fpsyg.2014.00733
35.
MüllerU.KernsK. (2015). The development of executive function. In LernerR.LibenL. S.MüllerU. (Eds.), Handbook of child psychology and developmental science, vol. 2. Cognitive processes (pp. 1058–1160). Hoboken, NJ: John Wiley & Sons.
36.
PalaciosP.RodríguezC. (2015). The development of symbolic uses of objects in infants in a triadic context: A pragmatic and semiotic perspective. Infant and Child Development, 24, 23–43. doi:10.1002/icd.1873
37.
PalaciosP.RodríguezC.Méndez-SánchezC.Hermosillo de la TorreA. E.SahagúnM. A.CárdenasK. (2016). The development of the first symbolic uses in Mexican children from the pragmatics of object. Estudios de Psicología, 37, 59–89. doi:10.1080/02109395.2015.1122437
38.
Pascual-LeoneJ. (2012). Piaget as a pioneer of dialectical constructivism: Seeking dynamic processes for human science. In MartíE.RodríguezC. (Eds.), After Piaget (pp. 15–41). New Brunswick, NJ: Transaction Publishers.
39.
PiagetJ. (1936/1977). La naissance de l’intelligence chez l’enfant. Neuchâtel-Paris: Delachaux et Niestlé.
40.
PintrichP. R. (2000). The role of goal orientation in self-regulated learning. In BoekaertsM.PintrichP. R.ZeidnerM. (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press.
41.
RodríguezC. (2009). The ‘circumstances’ of gestures: Proto-interrogatives and private gestures. New Ideas in Psychology, 27, 288–303. doi:10.1016/j.newideapsych.2008.04.002
42.
RodríguezC. (2012). The functional permanence of the object: A product of consensus. In MartíE.RodríguezC. (Eds.), After Piaget (pp. 123–150). New Brunswick, NJ: Transaction Publishers.
43.
RodríguezC.Moreno-NúñezA.BasilioM.SosaN. (2015). Ostensive gestures come first: Their role in the beginning of shared reference. Cognitive Development, 36, 142–149. doi:10.1016/j.cogdev.2015.09.005
44.
RodríguezC.MoroC. (1999). El mágico número tres. Cuando los niños aún no hablan. Barcelona: Paidós.
45.
RodríguezC.PalaciosP. (2007). Do private gestures have a self-regulatory function? A case study. Infant Behavior and Development, 30, 180–194. doi:10.1016/j.infbeh.2007.02.010
46.
RutanenN. (2007). Water in Action. Encounters among 2-to3-Year-old children, adults, and water in day care. Helsinki: Department of Social Psychology, University of Helsinki.
47.
SokolB. W.MüllerU.ChandlerM. J. (2013). Constructing the agent: Developing conceptions of autonomy and selfhood. In SokolB. W.GrouzetF. M. E.MüllerU. (Eds.), Self-regulation and autonomy. Social and developmental dimensions of human conduct (pp. 101–114). New York, NY: Cambridge University Press.
48.
VallottonC. (2008). Infants take self-regulation into their own hands. Zero To Three, 29, 29–34.
49.
ValsinerJ. (1987). Culture and the development of children’s action. Chichester, England: Wiley.
50.
Visu-PetraL.StanciuO.BengaO.MicleaM.CheieL. (2014). Longitudinal and concurrent links between memory span, anxiety symptoms, and subsequent executive functioning in young children. Frontiers in Psychology, 5, 443. doi:10.3389/fpsyg.2014.00443
51.
VygotskiL. S. (1934/1985). Pensée el langage. Paris: Terrains/Editions Sociales.
52.
WinslerA.FernyhoughC.MonteroI. (2009). Private speech, executive functioning, and the development of verbal self-regulation. Cambridge: Cambridge University Press.
53.
WittenburgP.BrugmanH.RusselA.KlassmannA.SloetjesH. (2006, May22–28). ELAN: A professional framework for multimodality research. Proceedings of LREC 2006, Fifth International Conference on Language Resources and Evaluation. Genoa, Italy: Magazzini del Cotone Conference Center.
54.
ZelazoP. D.CarterA.ReznickJ. S.FryeD. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology, 1, 198–226. doi:10.1037/1089-2680.1.2.198
55.
ZelazoP. D.MüllerU. (2004). Executive function in typical and atypical development. In GoswamiU. (Ed.), Blackwell handbook of childhood cognitive development (pp. 445–469). Oxford: Blackwell.
