Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options. Policy Information Report and ETS Research Report Series No. RR-17-22

Autor/inn/en	Ackerman, Debra J.; Friedman-Krauss, Allison H.
Titel	Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options. Policy Information Report and ETS Research Report Series No. RR-17-22
Quelle	In: ETS Research Report Series, (2017), (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Preschool Children; Executive Function; Research Needs; Research Reports; Early Childhood Education; Cognitive Ability; Relevance (Education); Young Children; Cognitive Development; Performance Factors; Environmental Influences; Child Development; Learning Activities; Intervention; Role of Education; Task Analysis; Meta Analysis + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschungsbedarf; Research report; Forschungsbericht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Denkfähigkeit; Relevance; Relevanz; Frühe Kindheit; Kognitive Entwicklung; Leistungsindikator; Environmental influence; Umwelteinfluss; Kindesentwicklung; Lernaktivität; Bildungsauftrag; Aufgabenanalyse; Meta-analysis; Metaanalyse
Abstract	The early education field increasingly is recognizing the key role played by young children's executive function (EF) skills, generally defined as the cognitive abilities that consciously support goal-directed behaviors. To provide the field with an overview of research conducted on this topic over the past 15 years, we review research on the traits and skills that fall under the broader umbrella of preschool EF and the role it plays in young children's developmental and academic outcomes. Also addressed are the child, environmental, activity-related, and curricular factors potentially impacting the development of EF and some EF-related topics for which additional research is needed. Finally, we provide practical and psychometric information regarding six examples of measures that focus on assessing preschoolers' EF skills. This report can serve as a resource for early childhood researchers and practitioners who are interested in understanding EF development during the early years. By highlighting some topics for which additional research is needed and providing information regarding examples of valid and reliable measures to assess EF in children ages 3-5 years, we hope this report also will serve as a springboard for future studies related to preschool EF. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01