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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Detalhes bibliográficos
Autor: Bausela Herreras, Esperanza
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Recursos:Universidad Pública de Navarra
Repositorio:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
OAI Identifier:oai:academica-e.unavarra.es:2454/53351
Acesso em linha:https://hdl.handle.net/2454/53351
Access Level:acceso abierto
Palavra-chave:BRIEF-PTM
Development
Early childhood education
Executive functions
Parents
Teachers
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repository_id_str
spelling Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood educationBausela Herreras, EsperanzaBRIEF-PTMDevelopmentEarly childhood educationExecutive functionsParentsTeachersAntecedents: 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.MDPICiencias de la SaludOsasun ZientziakInstitute for Advanced Social Research - ICOMMUNITAS2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://hdl.handle.net/2454/53351reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglés© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/533512026-06-17T12:41:47Z
dc.title.none.fl_str_mv Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood education
title Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood education
spellingShingle Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood education
Bausela Herreras, Esperanza
BRIEF-PTM
Development
Early childhood education
Executive functions
Parents
Teachers
title_short Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood education
title_full Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood education
title_fullStr Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood education
title_full_unstemmed Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood education
title_sort Comparative study of the development of executive functions in children: transition from the first cycle to the second cycle of early childhood education
dc.creator.none.fl_str_mv Bausela Herreras, Esperanza
author Bausela Herreras, Esperanza
author_facet Bausela Herreras, Esperanza
author_role author
dc.contributor.none.fl_str_mv Ciencias de la Salud
Osasun Zientziak
Institute for Advanced Social Research - ICOMMUNITAS
dc.subject.none.fl_str_mv BRIEF-PTM
Development
Early childhood education
Executive functions
Parents
Teachers
topic BRIEF-PTM
Development
Early childhood education
Executive functions
Parents
Teachers
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2454/53351
url https://hdl.handle.net/2454/53351
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/zip
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
instname:Universidad Pública de Navarra
instname_str Universidad Pública de Navarra
reponame_str Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
collection Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
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