Methodology. The development of self-regulation in preschoolers is determined by the features of a cultural situation, which consists of a set of invariable normative rules. To abide by the cultural rules means that a child develops his/her “cultural congruence” (Bayanova). This process reflects the child’s evolution as an agent of a culture. The cognitive aspect of self-regulation was studied in the framework of the model of “executive functions” (Miyake). This model includes three related and simultaneously independent factors, such as Working Memory, Flexibility and Inhibitory Control.
The aim of the research is to explore how the assimilation of cultural rules of a “normative situation” (Veraksa) may influence the development of executive functions in preschoolers of different genders.
Method and structure of the research. 113 children aged 5-6 (58 boys and 55 girls) and 113 mothers (aged 24-44) took part in the research. All of the children attended kindergartens of Tatarstan. The assessment of cultural congruence was carried out using a questionnaire for parents, which included invariable rules for children 5-6 years old and allowed for assessing the extent to which children follow these rules. Diagnostics of executive functions was implemented with a set of techniques, which included the subtests of the test battery NEPSY-II (Korkman et al., 2007) and the DCCS (Zelazo, 2006).
Results. It was revealed that boys with a “higher” level of cultural congruence better develop verbal memory, whereas boys with a “low” level of congruence better switch from one task to another and better memorize visual images. The features of the development of executive functions in the group of girls on the whole do not depend on the level of their cultural congruence,
Conclusions. The data obtained indicate the gender specificity of the influence of cultural congruence on executive functions in preschoolers, which substantially clarifies the results obtained in other studies.