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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| http://dx.doi.org/10.3390/brainsci14121273 | DOI Listing |
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