Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review

Journal article

This study investigated the effectiveness of an integrated biological and emotional intelligence-based counselling intervention on developmental outcomes in Nigerian preschoolers during the critical early childhood period. Using a randomised controlled trial design, 128 preschoolers (ages 3-5) from eight Lagos State early childhood centers were assigned to intervention (n=64) or control (n=64) groups, with assessments at baseline, mid-intervention (4.5 months), and post-intervention (9 months) using standardised cognitive assessments, behavioral rating scales, and neurophysiological measures from 32 participants. Results demonstrated significant improvements in the intervention group across all developmental domains: cognitive flexibility (d=0.76), inhibitory control (d=0.68), working memory (d=0.55), emotional awareness (d=0.73), emotion regulation (d=0.62), emotional vocabulary (d=0.79), prosocial behaviors (d=0.70), conflict resolution (d=0.67), reduced aggressive incidents (d=0.58), increased prefrontal cortex activation (d=0.73), improved neural efficiency (d=0.64), reduced stress reactivity (d=0.69), and faster stress recovery (d=0.76). Intervention effects were consistent across gender, ethnicity, and socioeconomic status, with children having lower baseline executive function showing powerful improvements. These findings provide compelling evidence that integrated biological and emotional intelligence-based counselling approaches significantly enhance multiple developmental outcomes during the preschool period, supporting the effectiveness of the intervention in promoting lifelong foundations for emotional resilience, cognitive adaptability, and social competence

Authors: Muir, RA; Howard, SJ; Kervin, L

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Springer
• Journal: Educational Psychology Review
• Volume: 35
• Issue: 1
• Article number: 27
• Publication date: 2023-03-02
• DOI: 10.1007/s10648-023-09740-6
• EISSN: 1573-336X
• ISSN: 1040-726X
• Language: English
• Keywords: Clinical psychology; Social psychology; Inclusion (mineral); Psychological intervention; Psychiatry; Psychology; Mindfulness; Developmental psychology; Intervention (counseling); Cognition; Educational psychology; Fidelity