Margarita N. Gavrilova

Background. Today’s common typologies and categories of children’s toys are mainly decided by the manufacturers and retailers of children's products. Such categorizations are not based on a theoretical understanding of child development and therefore cannot provide information about the opportunities that toys provide for the young.

Objective. This study proposed three criteria for categorizing toys based on the cultural-historical approach: their degree of realism; their degree of anthropomorphism; and their degree of detail. These criteria were chosen as a result of an analysis of theoretical works carried out in the framework of cultural-historical approach.

Design. The proposed criteria were tested through an experiment measuring children's toy preferences. The participants were 129 children of ages 3-4 years. Experimental data confirmed that most children do prefer realistic and detailed toys rather than those with fewer of these properties. The contribution of socio-demographic factors and the children’s individual developmental indicators to their toy preference was also analyzed.

Results. The study revealed that among various socio-demographic factors, only the child’s gender and the number of siblings in the family acted as significant predictors for the toy preferences. None of child's developmental characteristics (non-verbal intelligence, executive functions, and emotional understanding) were found to be significant predictors of preference for particular toys.

Conclusions. The assumption that toys can be assessed in terms of their realism and degree of detail found empirical support. The results of this study may be useful in designing further research and in the practical issue of toy selection for children age 3-4 years.

Background. The phenomenon of multilingualism and its impact on child development are in the spotlight of latter-day psychology, and of utmost importance both for theory and practice. Language development is a strong predictor of psychological readiness for school and further academic success. At the same time, children's mastery of written and oral speech in school education in a multilingual environment has several distinctive features. This study was dedicated to examining the influence of executive functions on the development of the vocabulary aspects of speech (both active and passive vocabulary) of mono- and bilingual children growing up in a bilingual environment.

Objective. We aimed to analyze the relationship between bilingualism and language development (vocabulary and verbal fluency) and determine which executive functions may help overcome the resulting difficulties at preschool age.

Design. Both monolingual and bilingual children participated in the study (n = 137 and n = 81, respectively). The children’s ages ranged from 6 to 7 years (M = 78.7 months, SD = 5.87). Two independent General Linear Models (GLM) were built to define which executive functions influenced the vocabulary and verbal fluency of the mono- and bilingual subjects (controlling for age, gender, and non-verbal intelligence as well).

Results. The results confirmed that bilingualism is negatively related to language development, but showed that verbal working memory significantly helps bilinguals compensate for difficulties in developing vocabulary and verbal fluency.

Conclusion. The study demonstrated that the ability to preserve and reproduce verbal information was of more significance for children's vocabulary and verbal fluency than their language group (mono- or bilingual).

Background. During the lockdown for COVID-19, children were limited in a number of activities which are essential for the development of executive functions (play, social interaction, and organized sport). Earlier studies found an increase in executive function issues in children during the pandemic, based on caregivers’ reports.

Objective. The present study was a pioneer in exploring the dynamics of children’s executive function development during the lockdown. Our purpose was to explore the effect of the lockdown on the growth of executive functions in children over a one-year period, as compared to their peers before the pandemic.

Design. The sample consisted of two cohorts of children. All the children had been attending the same kindergartens but in different periods of time. The executive functions of both groups were assessed twice, with a year’s break in-between (the first group was assessed before the pandemic; the second, during the pandemic). These groups were comparable in gender composition, age, and family's place of residence.

Results. The results have confirmed concerns about the slower growth of executive functioning in children during the lockdown versus their peers before the pandemic, especially for cognitive flexibility and working memory. Inhibition was not significantly affected by the lockdown. Moderation analysis showed that the lockdown impacted girls differently than boys in terms of working memory. The negative effect of social restrictions on working memory was significantly higher in females.

Conclusion. Our findings illuminate the negative effects the pandemic-related social restrictions had on the growth of children's cognitive flexibility and working memory. For working memory, the effect of social isolation varied depending on the child’s gender.