Guidelines for Teachers to Develop Learning Innovations that Enhance Executive Function Skills in Early Childhood
Article Sidebar
Main Article Content
Abstract
This article presents an approach to developing learning innovations aimed at enhancing Executive Functions (EF) skills in early childhood, which are crucial for learning and social development. EF skills include self-control, planning, management, and cognitive flexibility, all of which contribute to successful daily life and long-term development. Early childhood teachers play a key role in fostering these skills through effective learning innovations. The innovations used to develop EF can be categorized into four main types as follows. (1) Educational games, which promote analytical thinking and problem-solving skills. (2) Digital media, designed to enhance cognitive abilities. (3) Interactive play activities, which encourage learning through peer and environmental interactions. (4) Daily life activities, which help develop EF skills through children's daily routines. This article references well-known psychological theories, including Erikson's theory, which emphasizes self-confidence and social interaction; Piaget's theory, which highlights cognitive development through experience; and Vygotsky's theory, which focuses on learning through social interaction and support from experienced individuals. Creating a suitable learning environment is essential. Early childhood teachers should design activities that promote play-based and collaborative learning, allowing children to naturally develop EF skills. Effective EF development enables children to grow with quality and to confidently navigate future challenges.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The contents and data in published articles in the Journal of Education and Innovative Learning are considered the ideas and responsibility of the author(s). The Editorial team does not necessarily agree with any ideas or hold mutual responsibility of them. Plagiarism is not permitted, even for academic purposes. However, proper citation must be given whenever referencing the articles.
References
Anderson, P. J., & Reidy, N. (2012). Assessing executive function in preschoolers. Neuropsychology Review, 22, 345-360. https://doi.org/10.1007/s11065-012-9220-3
Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research & Practice, 4(1). https://ecrp.illinois.edu/v4n1/bergen.html
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111–127. https://doi.org/10.1037/0003-066X.57.2.111
Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911. https://doi.org/10.1017/S0954579408000436
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. https://doi.org/10.1146/annurev-psych-010814-015221
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
Center for Educational Development Research. (2018). Implementation of EF in early childhood development centers (Research Report). Research Institute for Education.
Center on the Developing Child at Harvard University. (2011a). Building the brain’s “Air traffic control” system: How early experiences shape the development of executive function (Working Paper No. 11). Center on the Developing Child at Harvard University. https://developingchild.harvard.edu/wp-content/uploads/2024/10/How-Early-Experiences-Shape-the-Development-of-Executive-Function.pdf
Center on the Developing Child at Harvard University. (2011b). Executive function and self-regulation. Harvard University. https://developingchild.harvard.edu/
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529
Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34-48. https://doi.org/10.1016/j.dcn.2015.11.005
Erikson, E. H. (1950). Childhood and society. W.W. Norton & Company.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31-60. https://doi.org/10.1037/0033-2909.134.1.31
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function. Psychological Assessment Resources.
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8-14. https://doi.org/10.1177/0963721411429458
Office of the Basic Education Commission. (2019). Educational game project to develop EF skills. OBEC.
Office of the Secretary-General of the Education Council. (2022). Guidelines for organizing experiences that promote EF (Executive Functions) brain skills. 21 Century Company.
Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254–269. https://doi.org/10.1016/j.compedu.2016.01.007
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Plearn Phatthana School. (2021). Development of EF through learning activities in Plearn Phatthana School. Plearn Phatthana Educational Institute.
Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press. https://doi.org/10.17226/9824
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Principles and practices. Current Directions in Psychological Science, 22(3), 215-220.
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354-360. https://doi.org/10.1111/j.1750-8606.2012.00246.x
Zelazo, P. D., & Carlson, S. M. (2014). Executive function: Mechanisms underlying emotion regulation. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., 533–544). Guilford Press.
Zelazo, P. D., & Müller, U. (2011). Executive function in typical and atypical development. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., 574–603). Wiley-Blackwell.
