Supporting Young Children’s Development of Executive Function Through Early Mathematics

Mulcahy, Christina; Hess, Crystal A. Day; Clements, Douglas H.; Ernst, Jasmine R.; Pan, Sarah E.; Mazzocco, Michèle M.M.; Sarama, Julie

doi:10.1177/23727322211033005

Cited by 13 publications

(16 citation statements)

References 54 publications

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“…It is interesting to note that development of EF is bidirectional. For example, it was reported that EF improved significantly when training was carried out with instructional activities of high-quality mathematics (and literacy), even without targeting EF specifically (Farran et al, 2011;Mulcahy et al, 2021). These findings coincide with the theory supported by findings showing that optimal learning of mathematics and EF is influenced by the bidirectional relations between these two domains (Blair, 2002;Sarama and Clements, 2009;Williford et al, 2013;Clements et al, 2016).…”

Section: The Effects Of Training For Self-regulation On Math Skillsmentioning

confidence: 63%

“…Several researchers conceptualized planning behavior along with inhibition of impulsivity and working memory (WM) as central components of EF system (e.g., Lehto et al, 2003;Naglieri and Das, 2005;Cutting et al, 2009;Clark et al, 2010) and highly predictive of math performance (McLean and Hitch, 1999;Naglieri and Johnson, 2000;Bull and Scerif, 2001;Passolunghi and Siegel, 2001;Espy et al, 2004;van der Sluis et al, 2007;D'Amico and Guarnela, 2005;Blair and Razza, 2007;De Corte, 2007;Lan et al, 2011;Allan et al, 2014;Bull and Lee, 2014;Cai et al, 2016;Clements et al, 2016;Giofrè et al, 2018;Mulcahy et al, 2021). According to Lehto et al (2003) the three EF components are: working memory, inhibition, and shifting.…”

Section: Self-regulation Planning Behavior and Math Performancementioning

confidence: 99%

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Dynamic Assessment of Self-Regulation and Planning Behavior

2022

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Dynamic assessment (DA) of self-regulation and planning behavior are neglected area of research. The objective of this study is to present a novel DA method of executive functions using the Seria-Think Instrument-Revised (STI-R). The reliability and validity the STI-R was examined with children in grades 3–6. Children were randomly assigned to an experimental (n = 85) and control (n = 85) groups and administered the STI-R and the Seriation Math Problems Test before and after the STI-R teaching phase. In the teaching phase children in the experimental group were taught problem-solving strategies while children in the control group received a substitute intervention. The STI-R yields four scores: performance, number of insertions (NINS, indicating impulsivity), number of measurements (NMES, indicating planning), and efficiency index (EFFIN). Children in the experimental group showed a significant decrease in NINS and an increase in performance, NMES, and EFFIN from pre- to post-teaching. In the transfer phase they showed higher performance and EFFIN and lower NINS than children in the control group. The findings indicate that NINS is negatively correlated with NMES and that the correlation between the pre- and post-teaching phases in all variables were lower in the experimental than in the control group. The typology of Reflective, Impulsive, Effective, and Non-effective children was also confirmed. Regression analysis showed that NINS significantly predicted math problem-solving score before and after teaching. The findings support the reliability and validity of the STI-R and that cognitive modifiability of executive functions is a promising domain of DA complementing DA of performance scores.

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Section: The Effects Of Training For Self-regulation On Math Skillsmentioning

confidence: 63%

Section: Self-regulation Planning Behavior and Math Performancementioning

confidence: 99%

Dynamic Assessment of Self-Regulation and Planning Behavior

2022

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“…Therefore, the EF guideline provides an option to develop early childhood schoolteachers in the processes of executive function-related issues. Apart from using Teacher-Child Interactions (Choi et al, 2016), including EFs in the teacher training (Corcoran & O'Flaherty, 2017;Manowaluilou, 2021), and teaching early mathematics (Mulcahy et al, 2021), the EF guideline can also be used in EF education for teachers.…”

Section: Discussionmentioning

confidence: 99%

“…It can be claimed that EF education plays a crucial role in early childhood education and the development of the skills rather starts with developing teachers' learning management abilities than applying instructional methods to early childhood classes. Consequently, studies have been conducted to develop early childhood teachers' abilities in managing EF education (e.g., Choi et al, 2016;Corcoran & O'Flaherty, 2017;Gilmore & Cragg, 2014;Manowaluilou, 2021;Mulcahy et al, 2021). What could be summarized from the result of the related studies is that the knowledge of executive function education is expected to be acquired by early childhood teachers.…”

Section: Related Studiesmentioning

confidence: 99%

The Development Executive Functions for Early Childhood in 21st Century

Poowanna¹,

Sarnkong²,

Wangsitthidet³

et al. 2022

JEL

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Developing executive functions (EF) is a crucial issue in early childhood development which is also important in 21st-century learning. EF guideline was developed by Permsubhirunya and co to provide a guide for teachers who seeks to develop learning activities that could improve executive functions in children under the age of 6. The purpose of the study was to investigate the effect of the utilization of the EF guideline on the development of early childhood teachers’ abilities in designing learning experiences for EF development. The study was conducted with a qualitative approach. The participants were 65 teachers in public early childhood centers in Thailand. The participants were purposively selected using the criteria of their work status and experience. The instruments were the EF guideline, an evaluation form for learning management design ability and learning material selection, and an interview form. The data were analyzed using content analysis and thematic analysis. The results of the study were in the descriptive presentation. The findings could be summarized that the use of the EF guideline was beneficial in developing teachers’ knowledge of the early childhood executive functions, abilities to design learning management, and ability in selecting or creating learning material. The findings also suggested that teachers perceived the EF guideline as potential learning material that help them make a connection between the plan, activities, and evaluation. Therefore, it also helped them control the process of learning management and contribute to a meaningful learning environment.

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“…Indeed, although interventions specifically aimed at training WM often showed no or only limited transfer effects to WM in daily life or academic contexts (Melby‐Lervåg et al, 2016; Redick et al, 2015), some studies did show the opposite: Higher‐order skills such as WM developed in the context of subject‐matter instruction and practice (e.g. using verbalizations), which in turn supported learning the subject matter (Clements et al, 2001; Mulcahy et al, 2021). As such, sex differences in WM ability may also evolve as a result of prolonged use and experience with certain strategies.…”

Section: Introductionmentioning

confidence: 99%