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Research corner: Jinyi Zhang
Director of Teaching and Research Marie Lister interviewed Jinyi Zhang, a fifth-year developmental psychology PhD candidate at the Institute of Child Development at the University of Minnesota. Her research primarily focuses on interventions in executive function and related skills in early childhood. She is especially interested in leveraging children’s strength in imagination and pretend play to design and test strategies that help children make prudent decisions.
ML: Tell us about the research project that you’re conducting right now.
JZ: I’m currently conducting my dissertation study, which looks at how different “psychological distancing” strategies can help 4- to 6-year-old children persist in challenging science activities.
Psychological distancing is a simple idea. It means helping children mentally step back from the current moment and what they’re feeling so they can refocus on what’s important and keep trying. For example, a child might pretend to be a scientist, talk to themselves using their own name, or imagine how their “future self” would feel after solving a problem. My past research has shown that by using visuals like a storyboard to help preschoolers anticipate future consequences and emotions, we can increase their saving behaviors in games, as well as sharing limited resources with others.
We know that persistence and self-control are closely connected to executive function skills, which are rapidly developing during the preschool years. These skills help children maintain attention, manage frustration, and keep working toward a goal. My study directly compares different strategies to see which ones best support children when they face boredom or setbacks in science tasks. The goal is to better understand how we can help young children stay engaged and feel empowered in STEM learning.
How do you think this research will be useful to children and families?
This research is useful because it focuses on a skill every child needs: the ability to keep going when something feels hard or not as interesting. In preschool, children are already forming beliefs about themselves. When they struggle with a puzzle or a science activity, they’re not just learning content. They’re deciding, “Am I someone who can figure things out?” That belief can shape how they approach learning for years.
My study looks at simple ways to help children handle frustration and stay engaged. These strategies don’t require special materials or extra time. They’re small shifts in how we guide children through challenging moments.
For families, that means practical tools you can use in everyday situations. When your child feels stuck, instead of stepping in right away, you can help them think beyond this one activity by asking, “What would [your favorite superhero] do in this situation?” Or you can encourage them to paint a mental picture of themselves feeling happy and proud once they completed this activity. Over time, those small moments could build confidence, independence, and grit.
Jinyi Zhang
How has your experience been working at CDLS?
It’s been a wonderful experience. The children are curious and eager to explore. The teachers have been incredibly supportive and collaborative, which makes high-quality research possible. I’m especially grateful to the families who have allowed their children to participate. Their partnership makes this work meaningful and grounded in real classrooms.
Can you share any advice for someone coming to do research at CDLS?
Build relationships first. Take time to understand the classroom routines and respect the teachers’ expertise. When research fits naturally into children’s daily activities, everyone benefits. Being flexible, communicative, and appreciative goes a long way.
Is there anything else you’d like to share?
Early childhood is such a powerful window for development. Even at ages four and five, children are already forming beliefs about what they’re good at and whether they can succeed. By helping children practice persistence now, we’re not just supporting one science activity. We’re helping them build lifelong confidence in their ability to learn, problem-solve, and overcome challenges. And that’s something that will stay with them far beyond preschool.