Research On The Influence Of Family Cultural Capital On Executive Function Of Large Class Children

Executive functions include a range of cognitive abilities,including the three core components of inhibition control,working memory and cognitive flexibility.As the first environment that young children come into contact with,the family plays an important role in the development of young children.Both at home and abroad has shown that the family environment has a significant impact on the executive function of preschool children.As one of the important factors in the family environment,family cultural capital may have an impact on the executive function of young children.In order to understand the relationship between family cultural capital and the execution function of young children,148 children and their parents were selected as research objects in four kindergartens in the main urban area of K City,Henan Province,using questionnaires and survey methods for data collection.The data of family cultural capital were collected by using the questionnaire of family mathematical environment.Among them,"Family Cultural Environment Questionnaire" investigates the objectified capital and institutionalized capital in children's family cultural capital of young children(also known as "institutionalized" capital),and the "Parental Mathematical Teaching Belief Scale" to investigate the physical capital(also known as "principalized" capital)in family cultural capital.The execution function uses the day and night Stroop task,backward digital breadth task(Backward digit span)and cognitive flexibility task(FIST)to measure young children,and the SPSS20.0 tool to analyze the data,the results show:1.family cultural capital has significant differences in whether children are only children and parents' education level,but there is no significant difference in gender and parental age.Among them,the family cultural environment is generally at the upper-middle level.The belief of family mathematics teaching tends to be positive and positive,and there are significant differences in the belief of family mathematics teaching in whether children are only children,parents' education level and mother's occupation.There are significant differences in the socio-economic level of the family in whether the child is the only child.2.There was significant difference in executive function between children and only children,but there was no significant difference in children's gender,parents' age,parents' education level and parents' status.3.Family cultural capital has a significant positive correlation with children's executive function,and parents' mathematics teaching beliefs in family cultural capital can significantly predict working memory,cognitive flexibility and overall performance in children's executive function.According to the above research results,the study puts forward some suggestions to promote the development of children's executive function from the perspective of improving family cultural capital to improve children's executive function.