The main objective of this study was to analyze how the use of digital resources contributes to improving cognitive flexibility, inhibitory control and basic math skills in early childhood education.
Ninety children, aged 5–6 years, were divided into three groups. One group received the intervention in paper and pencil format, another group received the same intervention in digital format, and a third was a non-treatment group. Executive functions were evaluated using the
Eriksen flanker task, while basic mathematical skills were evaluated using the Test for Diagnosis
Assessment of Mathematical Disabilities (TEDI-MATH).
The results showed significant improvements in the two groups that received the intervention.
However, there were no differences between the two modalities of intervention, except in the total reaction time for the tasks of inhibitory control. The group that received the intervention in digital format obtained shorter total reaction times.
The data obtained support the idea that it is possible to improve executive functioning and basic math skills in early childhood education. However, it was the content and not the format of the tasks used that determined the observed changes.
Keywords: Early childhood education, Games, Simulations