Development of Executive Functions and Creativity in Early Childhood Education

Desarrollo de funciones ejecutivas y creatividad en educación infantil

Published 2025-01-13

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Vol. 21 No. 2 (2024): Julio-diciembre
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García Pascual, M. R., Cuesta Gómez, J. L., Anuncibay, R. de la F., & Uribe Gil, L. M. (2025). Development of Executive Functions and Creativity in Early Childhood Education. Revista Lasallista De Investigación, 21(2), 120-137. https://doi.org/10.22507/
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https://doi.org/10.22507/
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María Rocío García Pascual
University of Leon image/svg+xml
Roles:  
https://orcid.org/0000-0003-4603-8605
José Luis Cuesta Gómez
University of Burgos image/svg+xml
Roles:  
https://orcid.org/0000-0002-0829-1629
Raquel de la Fuente Anuncibay
University of Burgos image/svg+xml
Roles:  
https://orcid.org/0000-0002-4535-8570
Lina María Uribe Gil
University of Leon image/svg+xml
Roles:  
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María Rocío García Pascual,

Máster en Neuropsicología y Educación, Universidad La Rioja, licenciada en Psicología, Universidad Salamanca, especialista en Psicología Clínica y de la Salud. Docente investigadora de la Universidad León, España.

José Luis Cuesta Gómez,

Doctor en Educación, Universidad de Burgos, licenciatura Pedagogía, especialista en Terapéutica. Catedrático F. Educación, U. Burgos, director Cátedra Miradas por el Autismo.

Raquel de la Fuente Anuncibay,

Doctora en Educación, Universidad de Burgos, licenciatura en Psicología y Pedagogía. Catedrática F. Educación Universidad de Burgos.

Lina María Uribe Gil,

Psicóloga, especialista en Políticas y Protección de la Familia con énfasis en Conciliación Familiar, máster en Neuropsicología, candidata a doctora en Psicología Educativa y Ciencias de la Educación. Universidad de León, España.

Introduction: The development of executive functions in the self-regulation of behavior and the development of higher-order cognitive processes highlight their importance in academic success. Some studies suggest that there may be a relationship with creativity, making it highly relevant to determine the developmental processes of both concepts and to explore their relationship. Objective: To study the relationship between executive functions and creativity in a sample of students aged between 3 years and 5 years and 11 months. Materials and Method: The BRIEF-P (Gioia et al., 2016) was used to measure executive function, and Tuttle's creativity questionnaire (1980) was used to measure creativity. The correlation was measured using parametric statistics. Results: The results showed a statistically significant relationship between creativity and the Global Executive Function Index (GEFI), with a significant correlation with the Emerging Metacognition Index (EMI). However, no relationship was found between the Inhibitory Self-Control Index (ISCI) and the Flexibility Index (FI). Younger students showed more difficulties in the scales of inhibition, flexibility, and emotional control. Conclusions: The existence of a relationship between executive function and creativity opens the door to further research in this field, with an expansion of the sample size being necessary. It highlights the importance of designing and implementing educational programs in Early Childhood Education to enhance these skills.

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