دورية أكاديمية
Development Guidelines for Executive Function (EF) Skills in Early Childhood: Needs Assessment in Nonthaburi Kindergartens
| العنوان: | Development Guidelines for Executive Function (EF) Skills in Early Childhood: Needs Assessment in Nonthaburi Kindergartens |
|---|---|
| اللغة: | English |
| المؤلفون: | Monticha Uraipong, Nattika Penglee, Thananun Thanarachataphoom, Natrapee Polyai |
| المصدر: | Higher Education Studies. 2024 14(2):88-99. |
| الإتاحة: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Executive Function, Child Development, Skill Development, Early Childhood Education, Kindergarten, Cognitive Development, Parent Role, Parent Participation, Early Childhood Teachers, Teacher Role, Foreign Countries, Preschool Children |
| مصطلحات جغرافية: | Thailand |
| تدمد: | 1925-4741 1925-475X |
| مستخلص: | Executive function skills are crucial for children in the 21st century, serving as indicators of their readiness for learning. Children with well-developed executive function skills can effectively accomplish various tasks, solve problems using diverse strategies, and collaborate with others happily. This research aims to: 1. Identify the necessity for fostering executive function skills among early childhood students in Nonthaburi Province. 2. Analyze the causes underlying the necessity to promote executive function skills in early childhood students. 3. Propose strategies to enhance executive function skills in early childhood students. The research consists of two phases. Phase 1 involves identifying the necessity for developing executive function skills among early childhood students, with a sample group comprising 12 volunteer kindergarten teachers randomly selected from 12 classrooms and 328 early childhood students aged 5 to 5 years 11 months (162 boys and 166 girls). The research instrument used is the MU.EF-101 assessment. Data analysis involves calculating the mean and standard deviation of T-scores for working memory, inhibitory control, and shift/cognitive flexibility. Phase 2 analyzes the causes of necessity and proposes strategies to promote executive function skills in early childhood students. The data sources for this phase are 12 teachers, and the research instruments include fishbone diagram recording forms and group discussion recording forms. Findings suggest that parental involvement is crucial in training children to perform tasks independently and in teaching children patience. Additionally, teachers should analyze children's behaviors to plan appropriate learning activities based on their context. Teachers must encourage children to think and make decisions independently, encourage when mistakes occur, and ensure the availability of suitable tools and toys that promote the development of executive function skills in early childhood students, which teachers or parents can conveniently utilize. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1427318 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1925-4741 1925-475X |
|---|