Effect of the EFE-P program on the improvement of executive functions in Early Childhood Education

López, Miriam Romero; Pichardo, M. Carmen; Justicia-Arráez, Ana; García, Francisco Javier Cano

doi:10.1016/j.psicoe.2020.09.001

Cited by 4 publications

(6 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our results demonstrate improvements across all measured domains, including inhibitory control, working memory, phonological skills, and reading and writing proficiency, within the experimental group compared to the control group. These findings align with prior research studies, corroborating the positive impact of similar interventions on cognitive development (Romero-López et al, 2021;Espinet, Anderson & Zelazo, 2013).…”

Section: Discussionsupporting

confidence: 90%

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Cardoso,

Braga,

Loureiro

et al. 2024

JETS

View full text Add to dashboard Cite

This study aimed to evaluate the effects of a neuropsychopedagogical motor intervention program (NMIP) on the cognitive functioning and academic achievement of students. 201 students aged 7 to 10 participated, randomly assigned to either the control group (103 students underwent two assessments during the NMIP period) or the experimental group (98 students underwent NMIP interspersed with two assessments). The NMIP utilized the Coordinating Methodology, focusing on motor development, executive functions, and mindfulness. It consisted of 36 sessions, each lasting 15 minutes, involving the coding and decoding of figures and colors with parts of the glass human body, implemented by the class teacher in the school setting. Cognitive functioning and academic achievement were assessed using the Children's Scale for Inhibitory Control Screening (CSICS), Neuropsychopedagogical Scale for Working Memory Screening (NSWMS), Scale for Screening Phonological Abilities (SSPA), and Children's Scale for Reading and Writing Screening (CSRWS) before and after the NMIP. The results showed significant improvements in the experimental group: ±19% (p<0.01) in CSICS, ±29% (p<0.01) in NSWMS, ±23% (p<0.01) in SSPA, and a reduction of ±52% (p<0.01) in reading and writing difficulties measured by CSRWS. Additionally, ANOVA analysis indicated superior performance (p<0.01) in cognitive functions and academic skills among children in the experimental group post-NMIP compared to those in the control group. In conclusion, the NMIP demonstrated substantial positive effects on both cognitive functioning and academic achievement in elementary school students.

show abstract

Section: Discussionsupporting

confidence: 90%

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Cardoso,

Braga,

Loureiro

et al. 2024

JETS

View full text Add to dashboard Cite

show abstract

“…These results are similar to those of other, previous intervention programmes (e.g., Cardoso et al, 2019; Traverso et al, 2019; Walk et al, 2018). For example, Romero-López et al (2021) carried out an intervention to enhance EFs in preschool children, finding improvements in both working memory and emotional control as well as inhibition, flexibility and planning/organization.…”

Section: Discussionmentioning

confidence: 99%

“…Estos resultados son similares a los de otros programas de intervención (e.g., Cardoso et al, 2019; Traverso et al, 2019; Walk et al, 2018). Por ejemplo, Romero-López et al (2021) llevaron a cabo una intervención para mejorar las FE de los preescolares y observaron mejoras tanto en la memoria de trabajo y en el control emocional como en la inhibición, la flexibilidad y la planificación/organización.…”

Section: Discussionunclassified

“…Initial indications of the utility of these interventions in Spain were recently published. For example, Romero-López et al (2021) showed the efficacy of an EF-stimulation programme (Programme for the improvement of executive functions in Preschool; EFE-P) in children aged five and six years who were evaluated using the Behaviour Rating Inventory of Executive Function-Preschool Version (BRIEF-P). For instance, Cruz-Quintana et al (2014) develop a specific EF-stimulation programme integrated into the school curriculum (Programa para la Estimulación de las Funciones Ejecutivas — PEFEN) which has been proven to be useful and effective in preterm infants, aged four and five years, to improve motor, neuropsychological and behavioural aspects (García-Bermúdez et al, 2019).…”

mentioning

confidence: 99%

“…Recientemente se publicaron en España los indicios iniciales de la utilidad de estas intervenciones. Por ejemplo, Romero-López et al (2021) demostraron la eficacia de un programa de estimulación de las FE (EFE-P) en niños de cinco y seis años, que fueron evaluados utilizando la escala de Evaluación Conductual de la Función Ejecutiva en su versión infantil BRIEF-P. Por ejemplo, Cruz-Quintana et al (2014) desarrollaron un programa específico de estimulación de las FE integrado en el currículum escolar (Programa para la Estimulación de las Funciones Ejecutivas — PEFEN) que ha demostrado su eficacia y utilidad con niños prematuros de entre cuatro y cinco años para mejorar aspectos motores, neuropsicológicos y conductuales de su desarrollo (García-Bermúdez et al, 2019). Estos tipos de programas son muy eficaces en relación con sus costes, y la formación que requieren los docentes para llevarlos a cabo es simple e intuitiva.…”

unclassified

See 2 more Smart Citations

Effects of an executive function programme (PEFEN) on preschool children: a pilot study / Efectos de un programa para la estimulación de las funciones ejecutivas (PEFEN) en alumnos de preescolar: un estudio piloto

Pérez-Marfil,

Fernández-Alcántara,

López-Benítez

et al. 2024

Journal for the Study of Education and Development: Infancia y

View full text Add to dashboard Cite

The objective of this study was to test the effectiveness of a programme for the stimulation of executive functions ( Programa para la Estimulación de las Funciones Ejecutivas — PEFEN) in preschool children (aged five years) with no pathologies. A total of 40 children participated. They were distributed into two groups (intervention and control groups) and were evaluated at two different moments in time (before and after the intervention) using the Child Neuropsychological Maturity Questionnaire (CUMANIN) and the Behavior Rating Instrument of Executive Function-Preschool (BRIEF-P). The programme’s duration was three months. The results revealed statistically significant differences between both groups in the subscales of psychomotricity, spatial structuring and visual perception of the CUMANIN as well as in the emotional control subscale of BRIEF-P. In conclusion, the intervention group presented higher scores in different neuropsychological domains related to executive functions. This research seems to suggest that programmes such as PEFEN may be useful to improve and stimulate the EFs of normal developing children who do not present any difficulties.

show abstract

Programmes to Improve Executive Function in Children Ages 3 to 6 Years: A Systematic Review and Meta-Analysis

Yeo,

Yip,

Sum

et al. 2024

Preprint

View full text Add to dashboard Cite

Effect of the EFE-P program on the improvement of executive functions in Early Childhood Education

Cited by 4 publications

References 34 publications

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Effects of an executive function programme (PEFEN) on preschool children: a pilot study / Efectos de un programa para la estimulación de las funciones ejecutivas (PEFEN) en alumnos de preescolar: un estudio piloto

Programmes to Improve Executive Function in Children Ages 3 to 6 Years: A Systematic Review and Meta-Analysis

Contact Info

Product

Resources

About