Aufmerksamkeitstraining fördert exekutive Funktionen von Kindergartenkindern

Zusammenfassung

Ziel der Untersuchungen war es, ein im Internet verfügbares Aufmerksamkeitstraining für den Einsatz im Kindergarten zu erproben und zu prüfen, ob das Training den Kindern schulisch nutzbare Kompetenzen vermittelt. 30 Kindergartenkinder im Alter von vier bis sechs Jahren wurden in eine Experimental- und eine Kontrollgruppe aufgeteilt. Vor und nach dem Training wurden die Leistungen beider Gruppen mit der Dots-Aufgabe und dem differenziellen Leistungstest für die Eingangsstufe untersucht. Die Dots-Aufgabe misst exekutive Funktionen wie Inhibitionsfähigkeit, kognitive Flexibilität und Arbeitsgedächtnis, während der differenzielle Leistungstest Leistungen konzentrierter Tätigkeiten in fremdgesetzten Aufgabenstellungen erfasst. Die Kinder der Experimentalgruppe trainierten an mindestens drei aufeinanderfolgenden Tagen für 30 bis 40 Minuten mit dem von Posner und Kollegen entwickelten Programm. Das Training zur Verbesserung der Aufmerksamkeitsleistung hatte positive Effekte auf die Fehlerquote der Dots-Aufgabe. Die Ergebnisse zeigen, dass es möglich ist, exekutive Funktionen, besonders die Hemmung automatischer Reaktionen und der flexible Wechsel zwischen Aufgaben, zu trainieren. Exekutive Funktionen sind zentrale Faktoren erfolgreicher Selbststeuerung und stehen im Zusammenhang mit Schulerfolg.

Summary

The intention of this study was to analyze whether a computer assisted attention training can be used for the practice with kindergartners and if training affects academic-related competences. Half of the 30 participating children (age four to six years) were trained with an attention program designed by Posner and colleagues (35) for minimal three day, 30 to 40 minutes per day. Before and after the training all children were tested by the dots-task and the Differenzieller Leistungstest für die Eingangsstufe. The dots-task measures executive functions such as response inhibition, cognitive flexibility, and working memory, while the Differenzielle Leistungstest für die Eingangsstufe records performances during concentrated other-directed exercises. Training had a positive effect on accuracy of the dots-task. The results show, that it is possible to train executive functions of preschool children, especially the inhibition of automatic responses and cognitive flexibility. Executive functions centrally account for self-monitoring processes and have a significant impact on the successful acquirement of cultural techniques at school.

Schlüsselwörter

Exekutive Funktionen - Kindesentwicklung - Aufmerksamkeit - Aufmerksamkeitsdefizitstörung

Keywords

Executive function - child development - attention - attention deficit disorder

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