The Effect of Kindergarten Classroom Interaction Quality on Executive Function Development among 5- to 7-Year-Old Children

The present research addresses the impact of preschool classroom interaction quality on executive function development. CLASS methodology was used to assess teacher–child in kindergarten groups; “Inhibition”, “Memory for Designs”, and “Sentences Repetition” subtests from NEPSY-II (memory designs, sentences repetition, inhibition) Dimensional Change Card Sort were evaluation functions. Repeated measures performed children’s progress, based educational environment their group. total sample consisted 447 children (48.5% boys 51.5% girls). ANOVA linear regression analysis demonstrated that progress development varies low- high-quality classrooms. Furthermore, different predictive potential domains shown components children.