Executive functions and approaches to learning in predicting school readiness

2017 ◽  
Vol 53 ◽  
pp. 1-9 ◽  
Author(s):  
Virginia E. Vitiello ◽  
Daryl B. Greenfield
Keyword(s):  
Executive Functions ◽  
School Readiness ◽  
Approaches To Learning

Executive Functions and Approaches to Learning in Head Start Preschoolers

2008 ◽  
Author(s):  
Virginia E. Vitiello ◽  
Pelin Munis ◽  
J'Lene George ◽  
Daryl B. Greenfield
Keyword(s):  
Head Start ◽  
Executive Functions ◽  
Approaches To Learning

scholarly journals Assessing Approaches to Learning in School Readiness

AERA Open ◽  
2015 ◽  
Vol 1 (3) ◽  
pp. 233285841559392 ◽  
Author(s):  
Otilia C. Barbu ◽  
David B. Yaden ◽  
Deborah Levine-Donnerstein ◽  
Ronald W. Marx
Keyword(s):  
School Readiness ◽  
Approaches To Learning

Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness

2019 ◽  
Vol 57 (1) ◽  
pp. 339-370 ◽  
Author(s):  
Maria C. Limlingan ◽  
Christine M. McWayne ◽  
Elizabeth A. Sanders ◽  
Michael L. López
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Language Learners ◽  
Low Income ◽  
Dual Language ◽  
Cooperative Behavior ◽  
Approaches To Learning ◽  
Dual Language Learners ◽  
Future Research ◽  
Classroom Language

The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Head Start classrooms with higher concentrations of DLLs had teachers who reported lower average levels of children’s cooperative behavior. In addition, DLL students in classrooms where teachers used more Spanish for instruction and demonstrated more emotionally supportive teacher-child interactions were found to have higher average scores on measures of approaches to learning. Implications and directions for future research related to classroom language contexts are discussed.

scholarly journals INTERVENCIÓN EN FUNCIONES EJECUTIVAS EN EDUCACIÓN INFANTIL

2017 ◽  
Vol 3 (1) ◽  
pp. 253 ◽  
Author(s):  
Miriam Romero López ◽  
Alicia Benavides Nieto ◽  
María Fernández Cabezas ◽  
Mª Carmen Pichardo Martínez
Keyword(s):  
Early Childhood ◽  
Executive Functioning ◽  
Executive Functions ◽  
School Readiness ◽  
Computer Games ◽  
Intervention Development ◽  
School Curriculum ◽  
Skills Acquisition ◽  
Childhood Education ◽  
Math Readiness

Abstract.INTERVENTION IN EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD EDUCATIONExecutive functions defined as the set of higher-order cognitive processes that allow an intentional and directed behavior towards a goal, are vital for success in life, at school, and at work. Improving executive functions in the early stages is very important because problems in executive functioning, in the preschool stage, predict cognitive achievement in later stages and have a central role in school readiness and in the first academic skills acquisition. Recent studies have found positive relationships between executive functioning capacities and math readiness in preschoolers. Likewise, an extensive bibliography suggests an inverse relationship between executive functions and aggressive behavior in humans. For this reason, the objective of this research is to conduct a review of the programs and activities aimed at improving the executive functions in the preschool stage. Various activities and programs have been shown to improve children executive functions, such as computer games, martial arts, yoga, mindfulness and programs included in the school curriculum. The results of studies conducted on the implementation of some of the above activities or programs are promising and suggest that different strategies can be useful in improving executive functions during the preschool years.Key words: executive functions, early childhood education, evaluation, Intervention, development, inhibitory control, working memory, cognitive flexibility.Resumen.Las funciones ejecutivas definidas como el conjunto de procesos cognitivos de orden superior que permiten un comportamiento intencional y dirigido hacia un objetivo, son vitales para el éxito en la vida, en la escuela, y en el trabajo. Mejorar las funciones ejecutivas en las primeras etapas es muy importante porque los problemas en el funcionamiento ejecutivo, en la etapa preescolar, predicen los logros cognitivos en etapas posteriores y tienen un papel central en la preparación escolar y en la adquisición de las primeras habilidades académicas. Estudios recientes han encontrado relaciones positivas entre las capacidades de funcionamiento ejecutivo y la preparación de matemáticas en niños en edad preescolar. Igualmente, una extensa bibliografía sugiere una relación inversa entre las funciones ejecutivas y la conducta agresiva en los seres humanos. Por esta razón, el objetivo de la presente investigación es realizar una revisión de los programas y actividades destinados a la mejora de las funciones ejecutivas en la etapa preescolar. Diversas actividades y programas han demostrado mejorar las funciones ejecutivas de los niños, tales como los juegos computarizados, las artes marciales, el yoga, la atención plena y los programas incluidos en el currículum escolar. Los resultados de los estudios realizados sobre la aplicación de algunas de las actividades o programas mencionados son prometedores y sugieren que las diferentes estrategias pueden ser útiles para mejorar las funciones ejecutivas durante el período preescolar.Palabras clave: funciones ejecutivas, educación infantil, intervención, desarrollo, control inhibitorio, memoria de trabajo, flexibilidad cognitiva.

scholarly journals Evaluating implementation of LEAPS, a youth-led early childhood care and education intervention in rural Pakistan: protocol for a stepped wedge cluster-randomized trial

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Aisha K. Yousafzai ◽  
Christopher R. Sudfeld ◽  
Emily E. Franchett ◽  
Saima Siyal ◽  
Karima Rehmani ◽  
...  
Keyword(s):  
Early Childhood ◽  
Executive Functions ◽  
Randomized Trial ◽  
School Readiness ◽  
Youth Development ◽  
Cluster Randomized Trial ◽  
Stepped Wedge ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Cluster Randomized

Abstract Background The Sustainable Development Goals (SDGs) highlight the importance of investments in early childhood care and education (ECCE) and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training, and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18–24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5–5.5 years, in rural Sindh, Pakistan. Methods We use a stepped wedge cluster-randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three 7-month steps (33 clusters/step). The primary outcome is children’s school readiness (indexed by the total score on the International Development and Early Learning Assessment (IDELA)). Secondary child outcomes are children’s IDELA domain scores and executive functions. Data are collected in cross-sectional surveys of 1089 children (11 children/cluster from 99 clusters) aged 4.5–5.5 years at four timepoints (baseline and at the end of each step). Additionally, we will enroll three non-randomized youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every 7 months thereafter to measure secondary outcomes of youth personal and professional development, depressive symptoms, and executive functions. A non-randomized school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will also be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two timepoints midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, and the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost per beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Discussion Youth-led models for ECCE offer a promising approach to support young children and youth. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. Trial registration ClinicalTrials.govNCT03764436. Registered on December 5, 2018.

scholarly journals Game-like Tablet Assessment of Approaches to Learning: Assessing Mastery Motivation and Executive Functions

2017 ◽  
Vol 15 (43) ◽  
Author(s):  
Krisztián Józsa ◽  
Karen Caplovitz Barrett ◽  
George A. Morgan
Keyword(s):  
Executive Functions ◽  
Approaches To Learning ◽  
Mastery Motivation

Introducción. La preparación para la escuela predice el éxito tanto en la escuela como en la vida, por lo que medirlo de manera efectiva es extremadamente importante. Las pruebas de preparación escolar actuales se enfocan en las habilidades preacadémicas. Sin embargo, la motivación de dominio (MM: persistente, concentrarse en intentar hacer una tarea) y las funciones ejecutivas (EF: autocontrol planificado) también son cruciales.Método. El objetivo de este informe es ofrecer una visión general de una nueva evaluación basada en computadora de MM y EF.Resultados. Hemos desarrollado una evaluación basada en computadora, similar a un juego para niños de 3 a 8 años, de MM, EF y reconocimiento de números y letras. Las nuevas medidas son apropiadas para las culturas húngara y estadounidense. Estaban comprometidos con niños de esta edad, y la evidencia preliminar sugiere que son confiables y válidos.Conclusión. Las nuevas tareas pueden ser parte de las evaluaciones de la preparación para la escuela, y serían útiles tanto para la práctica escolar como para los investigadores. Las tareas determinan hasta qué punto los déficits observados en los dominios preacadémicos se deben a dificultades de MM o EF. Los resultados contribuirán al desarrollo de la intervención individualizada.

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