The Development Executive Functions for Early Childhood in 21st Century

Autor/inn/en	Poowanna, Bongkotrat; Sarnkong, Rattikan; Wangsitthidet, Suchada; Srikula, Warintip; Nakunsong, Tassanee
Titel	The Development Executive Functions for Early Childhood in 21st Century
Quelle	In: Journal of Education and Learning, 11 (2022) 4, S.193-199 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Executive Function; Child Development; Early Childhood Education; Preschool Teachers; Foreign Countries; Guidelines; Instructional Design; Teacher Attitudes; Classroom Techniques; Content Analysis; Lesson Plans; Learning Activities; Student Evaluation; Thailand + Suchen Sie Ihr Suchwort? Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Richtlinien; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerverhalten; Klassenführung; Inhaltsanalyse; Lesson planning; Unterrichtsplanung; Lernaktivität; Schulnote; Studentische Bewertung
Abstract	Developing executive functions (EF) is a crucial issue in early childhood development which is also important in 21st-century learning. EF guideline was developed by Permsubhirunya and co to provide a guide for teachers who seeks to develop learning activities that could improve executive functions in children under the age of 6. The purpose of the study was to investigate the effect of the utilization of the EF guideline on the development of early childhood teachers' abilities in designing learning experiences for EF development. The study was conducted with a qualitative approach. The participants were 65 teachers in public early childhood centers in Thailand. The participants were purposively selected using the criteria of their work status and experience. The instruments were the EF guideline, an evaluation form for learning management design ability and learning material selection, and an interview form. The data were analyzed using content analysis and thematic analysis. The results of the study were in the descriptive presentation. The findings could be summarized that the use of the EF guideline was beneficial in developing teachers' knowledge of the early childhood executive functions, abilities to design learning management, and ability in selecting or creating learning material. The findings also suggested that teachers perceived the EF guideline as potential learning material that help them make a connection between the plan, activities, and evaluation. Therefore, it also helped them control the process of learning management and contribute to a meaningful learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01