Version 1
: Received: 17 September 2024 / Approved: 18 September 2024 / Online: 18 September 2024 (11:57:06 CEST)
Version 2
: Received: 25 October 2024 / Approved: 28 October 2024 / Online: 29 October 2024 (02:46:11 CET)
How to cite:
BAUSELA HERRERAS, E. Comparative Study of the Development of EFs in Children: Transition from the First Cycle to the Second Cycle of Early Childhood Education. Preprints2024, 2024091383. https://doi.org/10.20944/preprints202409.1383.v2
BAUSELA HERRERAS, E. Comparative Study of the Development of EFs in Children: Transition from the First Cycle to the Second Cycle of Early Childhood Education. Preprints 2024, 2024091383. https://doi.org/10.20944/preprints202409.1383.v2
BAUSELA HERRERAS, E. Comparative Study of the Development of EFs in Children: Transition from the First Cycle to the Second Cycle of Early Childhood Education. Preprints2024, 2024091383. https://doi.org/10.20944/preprints202409.1383.v2
APA Style
BAUSELA HERRERAS, E. (2024). Comparative Study of the Development of EFs in Children: Transition from the First Cycle to the Second Cycle of Early Childhood Education. Preprints. https://doi.org/10.20944/preprints202409.1383.v2
Chicago/Turabian Style
BAUSELA HERRERAS, E. 2024 "Comparative Study of the Development of EFs in Children: Transition from the First Cycle to the Second Cycle of Early Childhood Education" Preprints. https://doi.org/10.20944/preprints202409.1383.v2
Abstract
Antecedents. EFs (EFs) are the basis for establishing a goal and working towards that goal by coordinating thoughts and actions. EFs are fundamental to several aspects of daily life, specifically for academic performance. Aim. To analyze and compare the development of EFs in the transition period between the first and second cycles of Early Childhood Education. Methodology. Non-experimental methodology, ex post facto design, descriptive, cross-sectional evolution study. Participants. Preschoolers of different educational levels (first and second cycle of Infant Education). In this study the participants have been evaluated by different informants: 54.42% by parents and 45.58% by teachers. In relation to gender, 52.65% were male and 47.35% were female. In relation to age, 37.54% had a range of 2-3 years and 62.46% had a range of 4-5 years. Measurement. Instrument development of EFs were evaluated using BRIEF-P by key informants. Results. Preschoolers in the first cycle show significantly higher scores than preschoolers in the second cycle in BRIEP-P. Conclusions. The development of EF is key in these first key moments, having a special impact on later development and academic performance. It is necessary to work on EFs from the first cycle of Early Childhood Education, considering the evolutionary development of EFs.
Keywords
BRIEF-P™; Development; Early Childhood Education; EFs; Parents; Teachers
Subject
Social Sciences, Psychology
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
