Comparative Study of the Development of Executive Functions in Children: Transition from the First Cycle to the Second Cycle of Early Childhood Education
Antecedents: Executive functions (EFs) are the basis for establishing a goal and working towards that goal by coordinating thoughts and actions. EFs are fundamental to several aspects of daily life, specifically for academic performance. Aim: To analyse and compare the development of EFs in the tran...
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-12-01
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| Series: | Brain Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-3425/14/12/1273 |
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| Summary: | Antecedents: Executive functions (EFs) are the basis for establishing a goal and working towards that goal by coordinating thoughts and actions. EFs are fundamental to several aspects of daily life, specifically for academic performance. Aim: To analyse and compare the development of EFs in the transition period between the first and second cycles of early childhood education. Methodology: Non-experimental methodology, ex post facto design, descriptive, cross-sectional evolution study. Participants: Preschoolers of different educational levels (first and second cycle of infant education). In this study, the participants were evaluated by different informants: 54.42% by parents and 45.58% by teachers. In relation to gender, 52.65% were male and 47.35% were female. In relation to age, 37.54% had a range of 2–3 years and 62.46% had a range of 4–5 years. Measurement: The instrumental development of EFs was evaluated using BRIEF-P by key informants. Results: Preschoolers in the first cycle showed significantly higher scores than preschoolers in the second cycle in BRIEP-P. Conclusions: The development of EFs is key in these first key moments, having a special impact on later development and academic performance. It is necessary to work on EFs from the first cycle of early childhood education, considering the evolutionary development of EFs. |
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| ISSN: | 2076-3425 |