Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood education
Antecedents: Executive functions (EFs) are the basis for establishing a goal and working towards that goal by coordinating thoughts and actions. EFs are fundamental to several aspects of daily life, specifically for academic performance. Aim: To analyse and compare the development of EFs in the tran...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad Pública de Navarra |
| Repositorio: | Academica-e. Repositorio Institucional de la Universidad Pública de Navarra |
| OAI Identifier: | oai:academica-e.unavarra.es:2454/53351 |
| Acceso en línea: | https://hdl.handle.net/2454/53351 |
| Access Level: | acceso abierto |
| Palabra clave: | BRIEF-PTM Development Early childhood education Executive functions Parents Teachers |
| Sumario: | Antecedents: Executive functions (EFs) are the basis for establishing a goal and working towards that goal by coordinating thoughts and actions. EFs are fundamental to several aspects of daily life, specifically for academic performance. Aim: To analyse and compare the development of EFs in the transition period between the first and second cycles of early childhood education. Methodology: Non-experimental methodology, ex post facto design, descriptive, cross-sectional evolution study. Participants: Preschoolers of different educational levels (first and second cycle of infant education). In this study, the participants were evaluated by different informants: 54.42% by parents and 45.58% by teachers. In relation to gender, 52.65% were male and 47.35% were female. In relation to age, 37.54% had a range of 2-3 years and 62.46% had a range of 4-5 years. Measurement: The instrumental development of EFs was evaluated using BRIEF-P by key informants. Results: Preschoolers in the first cycle showed significantly higher scores than preschoolers in the second cycle in BRIEP-P. Conclusions: The development of EFs is key in these first key moments, having a special impact on later development and academic performance. It is necessary to work on EFs from the first cycle of early childhood education, considering the evolutionary development of EFs. |
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