Inhibitory control (IC) at its core is an ability/process that works to control inappropriate behavior. This tool is necessary for early cognitive development in children, especially as they progress through different phases of learning and seek to foster a positive and successful learning environment. Essentially, this executive function is linked to academic achievement; however, it cannot do so alone. IC is dependent on the maturation of the prefrontal cortex (PFC), which in turn is responsible for forming higher-order cognitive abilities.
In the paper Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children's early academic skills, Dr. Martha Ann Bell and her colleagues demonstrated that the development of both the prefrontal cortex PFC and IC is crucial for early childhood education and learning. They utilized EEG recordings to measure the activity of the resting state of frontal alpha power, which indicates the necessity and regulation of cortical processes. Several cognitive tasks were given to children aged 10 months to 4 years, including Simon Says, Day-Night, and the Three Pegs tasks. Each task was designed to assess changes in alpha power and how they correlate with an improvement or lack of IC. Bell discovered that an increased rate in the maturation of the PFC positively correlates with a greater IC score in children, and can also be used to predict some aspects of academic success. Children who had a higher IC score at age 4 were seen to achieve more academically at age 6, thus proving the research team's hypothesis that increases in resting frontal alpha power contribute to the improvement of IC in children (Bell, 2020).
Bell found that an increased rate of PFC maturation positively correlates with higher IC scores in young children, and can also predict some aspects of academic success. Children with higher IC scores at age 4 were observed to achieve more academically at age 6, supporting the team's hypothesis that increases in children's resting-state EEG activity contribute to improved IC in children (Bell, 2020). These findings could have implications for assessing the "readiness" of young children who might not have the necessary tools or skills to be successful in school right away. Identifying that a child's academic and social/emotional skills are not at the required level early in development can indicate that the child is not prepared to start school immediately. These skills are likely to emerge and develop as the brain matures, and Bell's research may help explain why some schools in California have started to develop a "transitory kindergarten" (TK) for 4-year-old children who are not yet ready for full-time kindergarten.
The article California added a new grade for 4-year-olds. Are parents enrolling their kids? explores the growth and impact of TK, and also provides insight surrounding parents' and teachers' thoughts about the program. Transitory kindergarten was designed as a preparatory program that emphasizes the need for positive interactions and behavioral processes, thus allowing children to spend most of their days playing with each other and socializing (Jones & Yee, 2024). Both parents and teachers alike have noticed the benefits of the TK program for their children - they are better equipped to thrive in the program, gain a sense of iThis research also raises questions about the accessibility of early childhood classrooms and how they can be improved for students with special needs. Children with neurological disorders may require additional support in certain areas (reading, math, etc.) as there are several differences in IC compared to typically developing children. For example, children with ASD or ADHD may have a low emotional IC, which can then lead to emotional dysregulation, impulsive actions, inappropriate behavior and trouble paying attention. Dr. Bell's work could potentially serve as a way to assess if a young child will need more academic and social support, but there is still more to be discovered.
Works Cited:
Jones, C., & Yee, E. (2024, July 30). California added a new grade for 4-year-olds. Are parents enrolling their kids?. LAist. https://laist.com/news/education/early-childhood-education-pre-k/california-added-a-new-grade-for-4-year-olds-are-parents-enrolling-their-kids
Whedon, M., Perry, N.B., & Bell, M.A. (2020) Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children's early academic skills. Brain and Cognition, 146, 105636. https://doi.org/10.1016/j.bandc.2020.105636
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