Supporting preschool children’s executive functions: Evidence from a group-based play intervention

Name: Supporting preschool children’s executive functions: Evidence from a group-based play intervention
Author: Arslan Çiftçi, H., Uyanık, G., Acar, İbrahim Hakkı

İsim	Supporting preschool children’s executive functions: Evidence from a group-based play intervention
Yazar	Arslan Çiftçi, H., Uyanık, G., Acar, İbrahim Hakkı
Basım Tarihi:	2023-12
Basım Yeri	- Springer
Konu	Cognitive flexibility, Executive functions, Inhibitory control, Intervention program, Preschool, Working memory
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1082-3301
Kayıt Numarası	32a58dcc-d18d-4522-81cb-e261c915aaf0
Lokasyon	Psychology
Tarih	2023-12
Örnek Metin	The current study endeavors to assess the impact of the Preschool Executive Functions Intervention Program (PEFIP) on children's executive functions. A quasi-experimental design was employed, encompassing both pre-test and post-test assessments within a control group, complemented by follow-up evaluations over a 5-week period. The sample comprises 76 children ranging in age from 54 to 72 months, with 42 in the experimental group and 34 in the control group. Teachers provided assessments of the children's executive functions through the Childhood Executive Functions Inventory, while independent researchers employed the Head–Toes–Knees–Shoulders task to evaluate the executive functions of the children. The play-based PEFIP sessions were administered to the experimental group children twice a week for a duration of 10 weeks. Results from the two-way repeated measures analysis of variance (ANOVA) indicated that children in the experimental group exhibited higher levels of teacher-reported working memory, inhibitory control, and performance-based executive function compared to their counterparts in the control group. Furthermore, this improvement in the children persisted in the follow-up assessment conducted 5 weeks after the program's completion. These outcomes underscore the efficacy of play-based interventions in bolstering children's executive functions.
DOI	10.1007/s10643-023-01607-3

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Supporting preschool children’s executive functions: Evidence from a group-based play intervention

Yazar Arslan Çiftçi, H., Uyanık, G., Acar, İbrahim Hakkı

Basım Tarihi 2023-12

Basım Yeri - Springer

Konu Cognitive flexibility, Executive functions, Inhibitory control, Intervention program, Preschool, Working memory

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1082-3301

Kayıt Numarası 32a58dcc-d18d-4522-81cb-e261c915aaf0

Lokasyon Psychology

Tarih 2023-12

Örnek Metin The current study endeavors to assess the impact of the Preschool Executive Functions Intervention Program (PEFIP) on children's executive functions. A quasi-experimental design was employed, encompassing both pre-test and post-test assessments within a control group, complemented by follow-up evaluations over a 5-week period. The sample comprises 76 children ranging in age from 54 to 72 months, with 42 in the experimental group and 34 in the control group. Teachers provided assessments of the children's executive functions through the Childhood Executive Functions Inventory, while independent researchers employed the Head–Toes–Knees–Shoulders task to evaluate the executive functions of the children. The play-based PEFIP sessions were administered to the experimental group children twice a week for a duration of 10 weeks. Results from the two-way repeated measures analysis of variance (ANOVA) indicated that children in the experimental group exhibited higher levels of teacher-reported working memory, inhibitory control, and performance-based executive function compared to their counterparts in the control group. Furthermore, this improvement in the children persisted in the follow-up assessment conducted 5 weeks after the program's completion. These outcomes underscore the efficacy of play-based interventions in bolstering children's executive functions.

DOI 10.1007/s10643-023-01607-3