Parent-teacher collaboration on independent self-care tasks and patience training to promote EF¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The teachers' guidelines propose that parents and teachers jointly train children to perform daily tasks independently (e.g., following verbal instructions, choosing clothes) and to wait rather than have desires immediately fulfilled, including setting conditions and time limits for screen use. Teachers judged these approaches "suitable and feasible" but flagged feasibility limits: parents "often hesitate to let children do things alone, fearing slowness and wasting time" and have limited time due to work.

Design Implications¶

Context¶

Requirements¶

• Cooperation of parents at home, since children spend five days a week at school and two days with parents

Constraints¶

• Parents may hesitate to let children act alone; working parents' limited time means children are often left with media or technology and time limits are not commonly enforced

Target Learners¶

• Kindergarten children aged 5 to 6

Target Learning Goals¶

• Working memory, inhibitory control, and independent decision-making

Related Strategies¶

• Teacher practices of behavior analysis, encouraging independent decisions, and providing easy-to-use EF materials
• Family Engagement Supporting Children With Disabilities
• Pair AAC introduction with structured parent training, follow-up, and practical guidance for everyday routines
• Home-Based Literacy Support

Examples¶

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Key Sources¶

• Uraipong, M., Penglee, N., Thanarachataphoom, T., & Polyai, N. (2024). Development Guidelines for Executive Function (EF) Skills in Early Childhood: Needs Assessment in Nonthaburi Kindergartens. Higher Education Studies, 14(2). https://doi.org/10.5539/hes.v14n2p88