Teacher practices of behavior analysis, encouraging independent decisions, and providing easy-to-use EF materials¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The guidelines direct teachers to plan learning activities by analyzing children's assessment results and context, to encourage children to think and make decisions independently and to encourage them when mistakes occur, and to provide easy-to-use, adaptable teaching materials with clear steps that promote EF development. Teachers rated these approaches suitable and feasible, though creating new environments is limited by teachers' heavy workload.

Design Implications¶

Context¶

Requirements¶

• Availability of suitable tools and toys that teachers or parents can conveniently utilize

Constraints¶

• Teachers' heavy workload leaves little time to prepare materials or constantly create new environments

Target Learners¶

• Kindergarten children aged 5 to 6

Target Learning Goals¶

• Executive function skills including flexibility, adaptability, and independent thinking

Related Strategies¶

• Parent-teacher collaboration on independent self-care tasks and patience training to promote EF
• Encourage cognition and literacy by providing varied reading, writing, and drawing materials and building environmental awareness
• Encourage Student Self-Advocacy
• Encouraging Self Advocacy
• Adapt instructional environments to variability in children's EF development through supports, classroom organization, and peer-interaction management

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