Cognitive neuroscience, developmental Psychology, and education: Interdisciplinary development of an intervention for low Socioeconomic status kindergarten children

HERMIDA, MARÍA JULIA; SEGRETIN, M. SOLEDAD; PRATS, LUCIA; FRACCHIA, CAROLINA; COLOMBO, JORGE A.; LIPINA, SEBASTIAN J.

Trends in Neuroscience and Education

Elsevier

Lugar: Amsterdam; Año: 2015

2211-9493

The current study presents a 32-week intervention for kindergarten children from low socioeconomic backgrounds. The main contribution of this study resides in the interdisciplinary development of the intervention, made in close collaboration between educational researchers and researchers in cognitive neuroscience and developmental psychology.The intervention was applied by teachers through classroom activities, to promote executive functions and academic achievement. These activities were articulated into the current kindergarten curriculum of the City of Buenos Aires but, at the same time, built upon concepts and methodologies of developmental cognitive psychology and cognitive neuroscience for executive functions training. Results showed: (1) non-significant differences between groups in cognitive performance from pre- to post-training assessment; and (2) significant differences in academic achievement for Language, Mathematics, Autonomy and Contact with peers in first grade. The main contribution of this study resides on the design of the intervention and the methodology implemented as it is a true interdisciplinary work between developmental cognitive psychology and education, and therefore, it sets a precedent for future joint work bridging the gap between both disciplines.