Development of Executive Functions in Children During Early Childhood Education
Author Information
Author(s): Bausela Herreras Esperanza, Villada Carolina
Primary Institution: Public University of Navarra
Hypothesis
How does the level of executive function development in children in the first stage of early childhood education compare to that of children in the second stage?
Conclusion
Children in the first cycle of early childhood education showed significantly higher scores in executive functions compared to those in the second cycle.
Supporting Evidence
- Children in the first cycle (ages 2-3) showed higher executive function scores than those in the second cycle (ages 4-5).
- Teachers reported more pronounced differences in executive functions compared to parents.
- The study highlights the importance of fostering executive functions from early childhood.
Takeaway
This study looked at how kids' thinking skills change as they grow from ages 2 to 5, finding that younger kids are better at some tasks than older kids.
Methodology
Non-experimental, ex post facto design, descriptive, cross-sectional study evaluating executive functions using BRIEF-P.
Potential Biases
Differences in perceptions of executive function development between parents and teachers may introduce bias.
Limitations
The study's cross-sectional design limits the ability to observe changes over time in the same individuals.
Participant Demographics
Participants included 1042 boys and 937 girls aged 2 to 5 years, with a balanced distribution of gender and age.
Statistical Information
P-Value
p<0.05
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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