Self-directed dramatic and music play programs enhance executive function in Japanese children

Abstract

Background: Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.

Method: This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.

Results: We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.

Conclusion: Daily play programs that focus on children's self-directedness can promote children's EF development.

Keywords: Dramatic play; Executive function; Music play; Preschoolers; Self-directedness.