Pilot of Emotions: a Guide to Developing Children Who Know How to Think, Feel and Act

Melissa Moreira Zanquetta; Lea da Silva Veras

DOI: 10.22167/2675-6528-202603280

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

The development of Executive Functions in childhood is fundamental for academic success, social adaptation, and mental health; however, the transfer of neuroscientific knowledge to the daily lives of parents and educators represented a challenge due to language barriers and complexity. The study sought to develop and evaluate the didactic guide “Piloto das Emoções” (Pilot of Emotions), aimed at parents and educators of children aged 3 to 12 years, with the objective of translating neuroscientific findings on Executive Functions into practical strategies. The methodology employed a mixed, exploratory, and descriptive approach, which involved the elaboration of the Guide with the aid of playful characters and its validation through an online questionnaire. This was applied to an intentional sample of 34 participants, composed of parents and educators from São Paulo. Data analysis used a mixed methodology, integrating quantitative (Likert Scale) and qualitative (open-ended responses) data, and applied the Wilcoxon Test to compare participants’ knowledge before and after reading the Guide. The results indicated unanimous approval of the Guide regarding applicability and relevance, with a significant increase in participants’ self-declared knowledge, which rose from an average of 6.6 to 9.4 points (p<0.001). The playfulness of the characters facilitated the understanding of abstract concepts, resulting in a high recommendation rate. It was concluded that the Guide constituted an accessible and well-evaluated psychoeducational tool, empowering adults to stimulate children’s neurocognitive development in a more assertive and collaborative manner.

Keywords: Child development; Executive functions; Socioemotional skills; Learning mediation; Applied neuroscience.

1. Introduction

The development of Executive Functions (EFs) in childhood is fundamental for academic success, social adaptation, and mental health (Diamond, 2013; Bick and Nelson, 2017). Although EFs have a genetic basis (Raffington et al., 2023), their development is significantly influenced by environmental and educational stimuli (Shonkoff, 2010). This period, especially between three and twelve years of age, is crucial for shaping a child’s ability to self-control, self-regulate, and interact with the world (Caughy et al., 2024). Well-directed cognitive stimulation from early childhood, in supportive and caring parental and educational environments, has an important impact on the maturation of the prefrontal cortex, the brain region closely associated with EFs (Mc Dorman et al., 2025).

EFs are cognitive skills responsible for controlling thoughts, emotions, and actions, and include working memory, inhibitory control, and cognitive flexibility (Diamond, 2013; Friedman and Robbins, 2022; Zelazo and Carlson, 2023). Inhibitory control allows the individual to avoid automatic impulses, such as distractions and habitual reactions, acting in a more refined and appropriate manner, in addition to managing thoughts and behaviors. Working memory refers to the ability to retain and manipulate information for short periods, essential for problem-solving. Cognitive flexibility, on the other hand, develops the ability to adapt to new rules, demands, or perspectives, agilely shifting attention to solve challenges and correct errors.

The importance of good development of these skills has been widely proven by science. A longitudinal study conducted by Moffitt et al. (2011), which followed a thousand children for thirty years, demonstrated that those with better executive skills in childhood had lower rates of school dropout, illicit and illicit substance abuse, and crime in adult life, in addition to better health indicators and greater professional success in the future.

Despite the growing scientific knowledge attesting to the relevance of EF, transferring this knowledge to the daily lives of parents and educators remains a challenge. There is a demand for information on child development neuroscience, but there is often a lack of an effective method to translate scientific research findings into easily understandable and applicable pedagogical strategies and family practices. The complexity of neuroscientific concepts and technical language, while essential in the academic environment, can become barriers for the general public seeking clear, simple, and objective information about child brain development (Sigman et al., 2014; SESI, 2024).

Given this gap, the present research is justified by the need to bridge the distance between scientific knowledge and practical application, offering a resource that empowers adults to promote child neurocognitive development more effectively. The main objective of the present study was to develop and evaluate a didactic Guide, which transformed neuroscientific findings and complex academic terminologies about EF into practical, easily understandable, and applicable guidelines for parents and educators of children between three and twelve years of age.

2. Material and Methods

The present study adopted a mixed methodological approach, of an exploratory and descriptive nature, with an applied character. The objective was to develop and evaluate the didactic Guide “Pilot of Emotions”, for parents and educators of children between three and twelve years old. The methodology comprised the elaboration of the Guide and its validation by online questionnaire.

The elaboration of the didactic Guide was the first phase of the research. The material was based on neuroscientific concepts about the development of Executive Functions (EFs) in childhood, their practical applications, and socioemotional skills. The Guide’s language was simple, direct, and comprehensive, avoiding technical terms to facilitate understanding by the target audience.

To optimize the understanding of complex neuroscientific concepts and promote engagement, three fictional characters were created: the Brake Robot (inhibitory control), the Memo-Light (working memory), and the Flex Spring (cognitive flexibility). The creation of the characters and figures in the Guide used artificial intelligence, with prompts developed by the researcher based on her knowledge and expertise in the area.

The sample for the validation phase consisted of 34 participants, including parents, guardians, and educators of children aged three to twelve years, working in private schools in São Paulo. The sample selection was intentional, seeking individuals who interacted directly with child development. The number of participants was considered adequate for quantitative and qualitative descriptive analyses (Vianna, 2014; Guest et al., 2006).

The Guide’s validation was conducted through an online questionnaire, developed on the Google Forms platform. The instrument collected participants’ perceptions of the material’s clarity, relevance, and applicability, with questions based on pedagogical evaluation models.

Recruitment occurred exclusively online, via email invitations, without direct physical contact with the researcher. Before responding to the questionnaire, participants accepted their participation after mandatory reading of the Consent agreement, which detailed the procedures and rights related to the project.

The research was Approved by the Research Ethics Committee (CEP) on February 9, 2026 (CAAE n° 94377925.8.0000.9927), with a Consolidated Opinion published. Data collection began after this approval, in accordance with ethical guidelines.

To ensure confidentiality and anonymity, the online questionnaire was configured to disable the collection of emails and IPs. The data were exported from Google Forms to a team-exclusive computer, encrypted and password-protected, with access restricted to the principal investigator and advisor.

A backup was kept on an encrypted external device. After integrity confirmation, all records and the original form were permanently deleted from Google Forms. The data will be kept for five years and subsequently permanently eliminated by data wiping tools, in accordance with ethical standards.

The data analysis employed a mixed methodology, integrating quantitative information, obtained through a Likert Scale, and qualitative information, from open-ended and textual responses. The analytical process was structured in three stages: Quantitative Analysis (perception of clarity, relevance, and applicability of the Guide), Qualitative Analysis (open-ended responses to contextualize numerical data), and integration of results.

For the analysis of ordinal quantitative data, non-parametric statistics were used. The Wilcoxon test for paired samples was applied, comparing participants’ knowledge before and after reading the Guide. Additionally, the Wilcoxon test for one sample was employed for the Likert Scale responses, verifying if the evaluations of clarity, relevance, and applicability exceeded the neutral value of the scale.

3. Results and Discussion

The results obtained through the validation questionnaire of the “Pilot of Emotions” Guide were analyzed using a mixed methodology, which integrated quantitative data, extracted from the Likert Scale, and qualitative data, from open-ended responses. The central objective of the analysis was to evaluate participant satisfaction and understand the contexts that underpinned the assigned scores, ensuring that the guide was scientifically rigorous and, at the same time, practical for the target audience. This analytical process was structured in three fundamental stages: Quantitative Analysis, Qualitative Analysis, and Integration of Results, culminating in a review report for the final improvement of the material.

The analyzed sample consisted of 34 participants, all directly involved in childcare, with 64.7% being parents or guardians, 26.5% educators, and 8.8% individuals who held both roles. The age distribution of the children with whom these adults interacted was broad, covering all age groups in the study, with 26.5% interacting with children aged three to five years, 55.9% with children aged six to eight years, and 38.2% with children aged nine to twelve years. This representativeness reinforces the study’s relevance, as the development of Executive Functions is considered critical precisely between the ages of three and twelve years, as highlighted by Davidson et al. (2006) and Diamond (2013).

The assessment of the participants’ prior knowledge level on Executive Functions revealed an initial average of 6.6 points. After reading the Guide, this average rose significantly to 9.4 points. The Wilcoxon signed-rank test for paired samples indicated a statistically significant difference between the self-declared knowledge levels before and after the intervention (Z=4.72; p<0.001). This finding demonstrates a substantial increase in the participants’ individual knowledge, which shows the effectiveness of the Guide as a tool for transferring neuroscientific knowledge to the target audience.

This increase in knowledge is crucial, as the complexity of neuroscientific concepts and technical language often act as barriers for the general population, hindering the practical application of important discoveries about child brain development. Translating this knowledge into accessible language is fundamental for parents and educators to create more favorable learning environments, collaborating more directly and objectively in child development (Sigman et al., 2014; SESI, 2024). The “Pilot of Emotions” Guide sought to fill this gap, making scientific knowledge more accessible and applicable.

The quantitative analysis, structured on the Likert Scale, demonstrated widespread approval of the Guide, with no records of evaluations below the agreement concept. Regarding the clarity and simplicity of reading the material, 82.4% of respondents assigned the maximum score. This data is particularly relevant, as the simplification of technical language was one of the pillars in the elaboration of the Guide, aiming to overcome the comprehension barriers that frequently impede the practical application of neuroscientific knowledge.

The relevance criterion of the Guide for child development was very well evaluated, with a Z value of 5.51 (p<0.001), indicating high statistical significance. This result aligns with the evidence from Shonkoff (2010) and Diamond (2013), who reinforce the importance of a healthy environment and adequate stimuli for the development of the infant prefrontal cortex. The perception of relevance of the Guide by the participants suggests that the material addresses a real need and offers practical solutions for the daily lives of parents and educators.

Regarding the applicability of the practical examples presented in the Guide to daily life, the entire sample expressed highly positive agreement, with a Z value of 5.56 (p<0.001). This finding is fundamental, as one of the central objectives of the study was to develop material that not only informed but also offered concrete and easily implementable strategies. The high agreement rate demonstrates that the Guide successfully translated complex concepts into practical and accessible actions, effectively promoting neurocognitive intervention.

The criteria of clarity and simplicity of the material as a whole also registered statistically superior indices to the neutrality threshold of the Likert scale, with a Z value of 5.47 (p<0.001). This reinforces the perception that the language used in the Guide was adequate for the target audience, facilitating the understanding of abstract and complex concepts. The ability to make content accessible is an important differentiator for psychoeducational materials, especially those that address neuroscience topics.

A crucial outcome was the participants’ self-assessment regarding their confidence in stimulating children’s Executive Functions after reading the Guide. It was found that 67.6% of participants declared themselves “prepared” and 32.4% agreed that they would feel “more prepared”, totaling 100% positive responses. This data indicates that the Guide achieved its objective of promoting applicability and confidence, empowering adults to act as effective mediators in children’s neurocognitive development.

Understanding the importance of preparing adults who interact with children is a fundamental outcome, as the adequate development of Executive Functions prepares individuals to be healthier and more successful in adult life, as pointed out by Moffitt et al. (2011). Empowering mediating adults is, therefore, the initial step to ensure the effectiveness of neurocognitive intervention, which provides an important foundation for healthy neurocognitive development (Friedman and Robbins, 2022).

The qualitative analysis, which involved the participants’ open-ended responses, complemented the numerical data by capturing the subjective perceptions and the reasons that justified the high quantitative acceptance. In the question regarding the most appreciated part of the Guide, thematic analysis revealed the strong impact of the creation of the playful characters: the Brake Robot, the Memo-Light, and the Spring Flex. These characters facilitated the assimilation of complex content, such as Inhibitory Control, Working Memory, and Cognitive Flexibility (Zelazo and Carlson, 2023).

Participants reported that “the characters greatly aid in visualization”, praising “the simple language without difficult terms” and highlighting that “the didactic transposition is perfect”. Other reports included observations such as “the illustrations made reading dynamic and fun, without losing information” and “I really liked the illustrations, the analogies made, which bring an easier understanding of abstract content, such as studying the functioning of the brain”. These perceptions confirm the effectiveness of the ludicity strategy in communicating complex themes.

The use of playfulness not only attracted children’s attention but also acted as a cognitive facilitator for adults. The analogies used in the Guide, such as comparing the brain to an airplane, executive functions to the aircraft’s cockpit, the child to the pilot, and the mediating adult to the co-pilot, provided a more tangible and educational view for understanding the content. This approach made abstract concepts more concrete and easier to assimilate and apply in daily life.

The personification of Executive Functions through characters allowed parents to “externalize” rules and concepts, using phrases like “What would Robot Brake do now?”. This strategy is evidence-based and strongly recommended for child behavioral management, in addition to contributing to the reduction of the child’s cognitive load (Child Mind Institute, 2025; Zelazo and Carlson, 2023). The interaction between inhibitory control and working memory, facilitated by the characters, is fundamental for the child to be able to adapt to new behaviors and rules (León et al., 2013).

The final stage of integration between quantitative and qualitative data confirmed the internal consistency of the research, demonstrating that the quantitative agreement on the Guide’s applicability was reflected in the qualitative observations. Users expressed the intention to incorporate the proposed games, such as “Statue Game”, into their daily routines, indicating a high probability of practical use of the material and its integration into family and educational interactions.

When asked about topics they would like to see explored in depth, participants suggested approaches focused on contemporary behavioral challenges. Among the suggestions, the following stood out: how to deal with tantrums and frustrations using characters, the use of screens combined with inhibitory control and working memory, practical cognitive flexibility activities, strategies for the classroom, group games, and activities for neurodivergent children and those with learning difficulties. These suggestions are valuable for the continuous improvement of the Guide.

These suggestions confirm the findings of Mc Dorman et al. (2025), who highlight how the quality of the parental relationship and the management of the home and school environment act as direct moderators of children’s socioemotional skills. Furthermore, the search for playful and pedagogical tools that work in moments of real stress, as mentioned by Caughy et al. (2024), reinforces the relevance of including these themes in the Guide to meet the practical needs of parents and educators.

The overall satisfaction level with the Guide was high, with participant reports describing it as “very useful” and stating that it “exceeded expectations”. Consequently, the Guide’s recommendation rate was unanimous, consolidating its validity as a psychoeducational resource. This positive feedback and high intention of use demonstrate that the material not only met expectations but also generated a positive impact on users’ perception of its ability to promote the development of Executive Functions.

Based on the integration of the results, a review report was prepared to optimize the didactic Guide. The first recommendation was the expansion in practical emotional regulation, including a quick action roadmap on how to activate the Brake Robot and the Flex Spring during peaks of emotional dysregulation, such as tantrums, frustrations, and learning difficulties in neurodivergent children. This addition aims to provide even more direct tools for challenging everyday situations.

The second enhancement guideline suggested the inclusion of a subtopic contextualizing the impact of overexposure to screens on the development of Memo-Light (sustained attention and working memory) and the Brake Robot (inhibitory control, resistance to impulses and distractions), in addition to guidance on how to establish healthy limits. This review addresses a contemporary concern and offers strategies for more conscious screen time management, aligning the Guide with the current needs of families.

The third recommendation was school adaptation, with the insertion of quick tips on how to apply the proposed activities in the format of collective games, facilitating adherence by educators in the classroom. This measure aims to broaden the reach and applicability of the Guide to the educational environment, making it a versatile tool that can be integrated both at home and at school, promoting holistic development of Executive Functions.

Thus, the results confirmed that the evaluated version of “Piloto das Emoções” is highly effective in its proposal to translate neuroscientific knowledge into accessible practices. The proposed revisions, based on user feedback, will ensure that the final version of the Guide is an even more assertive and complete tool for promoting cognitive and emotional health in childhood. The material’s adaptability and continuous improvement, based on user experience, are elements that reinforce its relevance and potential impact.

In summary, the study demonstrated that the didactic Guide “Pilot of Emotions” was successful in its objective of developing and evaluating a psychoeducational tool that translates neuroscientific findings on Executive Functions into practical strategies for parents and educators. The research revealed a significant increase in participants’ knowledge, high approval regarding clarity, relevance, and applicability, and a positive impact of the characters’ playfulness on the understanding of abstract concepts. The suggestions for improvement, incorporated into the revisions report, ensure that the Guide will remain relevant and aligned with the practical needs of the target audience, strengthening adults’ ability to stimulate children’s neurocognitive development assertively and collaboratively.

4. Conclusion

The present study sought to develop and evaluate a didactic guide aimed at parents and educators of children aged three to twelve years, with the purpose of translating complex neuroscientific findings on Executive Functions into practical and accessible strategies. It was found that the “Pilot of Emotions” Guide received unanimous approval from the 34 participants, composed of parents and educators, regarding its applicability and relevance to child development. A significant increase in participants’ self-reported knowledge about Executive Functions was observed after reading the material, demonstrating the Guide’s effectiveness as a knowledge transfer tool. The clarity and simplicity of the language, combined with the creation of playful characters such as the Brake Robot, the Memo-Light, and the Flex Spring, were highlighted as crucial facilitators for understanding abstract concepts, resulting in a high recommendation rate for the material. Thus, the Guide constitutes an accessible and well-evaluated psychoeducational tool that empowers adults to stimulate children’s neurocognitive development in a more assertive and collaborative manner.

However, it is recognized that the study has limitations inherent to its descriptive action-research nature and pilot character, not offering experimental proof of clinical efficacy and restricting its validations to the sociocultural context of the São Paulo sample. For continuous improvement and expansion of the Guide’s contribution, it was suggested to include quick action scripts for emotional regulation in challenging situations, such as tantrums and frustrations, and to contextualize the impact of excessive screen time on the development of Executive Functions, with guidance for healthy limits. Additionally, it was proposed to adapt the material for the school environment, with tips for applying activities in group games. These recommendations aim to strengthen the Guide’s relevance and its connection with the practical challenges faced by families and educators, consolidating it as a transformative resource for promoting cognitive and emotional health in childhood in the long term.

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Article originating from a Final Course Work on Neuroscience and Learning in Education

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