A Study of The Characteristics of Executive Functions (EF) For Early Childhood Students
Main Article Content
Abstract
The purpose of this study was to investigate the Executive Functions (EF) characteristics of early childhood students. The eight study participants included early childhood experts, administrators, teachers, and guardians. The research instrument used in this study was an interview consisting of 15 questions brought up in a focus group discussion about the Executive Functions (EF) of early childhood students. The interview was validated using the IOC consistency index, which gave an average of 0.5 or more. The researcher recorded the focus group discussion and presented the data by using a descriptive text of the Executive Functions (EF) characteristics discussion.
The results of the analysis of the group conversations with the experts and practitioners gave consistent findings for Executive Functions (EF) characteristics of early childhood students which included three aspects: 1) inhibitory control, 2) idea shift, and 3) emotional control.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Center on the Developing Child at Harvard University. (2011). Building The Brain’s “Air Traffic Control” System: How Early Experiences Shape The Development Of Executive Function [Online]. Available: http://developingchild.harvard.edu/wp-content/uploads/2011/05/How-Early-Experiences-Shape-the-Development-of-Executive-Function.pdf.
Chutapakdeekul, N. (2016). Evaluation of Development of Managerial Thinking (EF) In Preschool Children. Bangkok: Pediatric Nursing Association of Thailand.
Chutapakdeekul, N. (2017). Development of Criteria and Evaluation of Standardized Assessment Tools for Managerial Thinking in Children Early Childhood. Bangkok: Neuroscience Research Center Institute of Molecular Biosciences Mahidol University.
Diamond. (2016). Why Improving and Assessing Executive Functions Early in Life is Critical. In Executive Function in Preschool-Age Children: Integrating Measurement, Neurodevelopment, and Translational Research. Washington D.C.: American Psychological Association.
Early Childhood Development Act B.E. 2562. (2019, 26 April). Government Gazette. Volume 136, chapter 56g Page 1-12.
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Professional Manual Behavior Rating Inventory of Executive Function. Florida: PAR.
Isquith P. K, & Gioia G. A. (2008). Behavior Rating Inventory of Executive Function BRIEF Interpretive Report [Online]. Available: https://www.acer.edu.au/documents/sample_reports/brief-interpretive.pdf
Jatisathien, C., Meesasan, K., & Chaikarn, A. (2017). Early childhood development. Holistically Bangkok: Plus Press
McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The Impact of Kindergarden Learning-Related Skills on Academic Trajectories at The End of Elementary School. Early Childhood Research Quarterly. 21(1): 471-490.
Office of Academic Affairs and Educational Standards. (2017). Early Childhood Education Curriculum 2017 B.E., Bangkok: Assembly Agricultural Cooperative of Thailand.
Office of the National Economic and Social Development Board.Office of the Prime Minister. (2018). National Strategy 2018-2037. Bangkok: Office of the Prime Minister.
Office of the Prime Minister. (2017). Twelfth National Economic and Social Development Plan 2017-2021. Bangkok: Office of the National Economic and Social Development Board.
Sasser, T. R., & Bierman, K. L. (2012). The Role of Executive Functions Skills and Self-Regulation Behaviors in School Readiness. Minnesota: Addison-Wesley.