scholarly journals Basic Executive Functions in Early Childhood Education and their Relationship with Social Competence

2017 ◽  
Vol 237 ◽  
pp. 471-478 ◽  
Author(s):  
Alicia Benavides-Nieto ◽  
Miriam Romero-López ◽  
Ana Belén Quesada-Conde ◽  
Guadalupe Alba Corredor
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Competence ◽  
Executive Functions ◽  
Childhood Education

scholarly journals Evaluation of the "Learning to Live at Home" program. Pilot study for parents of Early Childhood Education

2019 ◽  
Vol 17 (47) ◽  
pp. 149
Author(s):  
Maria Carmen Pichardo Martínez ◽  
Alicia Benavides Nieto ◽  
Miriam Romero López ◽  
Trinidad García-Berbén
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Competence ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Interaction Effects ◽  
Childhood Education ◽  
Universal Family ◽  
Post Test ◽  
Experimental Group

Introduction. In recent decades, several studies provide scientific evidence on the benefits of preventive family intervention in early childhood. However, in the Spanish context there is a shortage of interventions aimed at this population that have shown their effectiveness. In carrying out a pilot intervention for the universal family program Aprender a Convivir en Casa (ACC) with a Spanish population, the objective of this study was to ascertain its effectiveness in developing social competence and in reducing behavioral problems in preschoolers. Method. The sample involved 18 parents, all with children in early childhood education aged from 3 to 5 years old (Mage = 4.48 years, SDage = 0.50) from a school in Granada (Spain). 9 were placed in the experimental group and 9 in the control group. Participants were allocated to groups by accidental and non-probability sampling. The children in the experimental group were assigned to this group if their parents had attended more than 80% of the program sessions. Results. The results indicate both a main effect of the time variable (pre-test and post-test) and interaction effects between time x group variables (control and experimental) in the variables of social cooperation, social interaction and for social competence as a whole, with the experimental group obtaining higher scores in the post-test phase. With regard to behavior problems, the results show main and interaction effects in attention problems and in externalizing behavior problems. In the other variables analyzed, no significant main or interaction effects were found. Discussion and Conclusions. Intervention with families is an important protective factor in the prevention of behavioral problems. The results observed after the pilot implementation of the ACC program are promising, in that they show the promotion of social competence and the reduction of some behavioral problems in children from the participating families. However, there are some limitations in the study that need to be taken into consideration.

scholarly journals Early Childhood Education and Care (ECEC) during COVID-19 boosts growth in language and executive function

2021 ◽  
Author(s):  
Catherine Davies ◽  
Alexandra Hendry ◽  
Shannon P Gibson ◽  
Teodora Gliga ◽  
Michelle McGillion ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Executive Functions ◽  
Receptive Vocabulary ◽  
Early Years ◽  
Socioeconomic Background ◽  
High Quality ◽  
Childhood Education ◽  
Key Skills ◽  
Education And Care

High-quality, centre-based education and care during the early years benefits cognitive development, especially in children from disadvantaged backgrounds. During the COVID-19 pandemic and its associated lockdowns, access to early childhood education and care (ECEC) was disrupted. We investigate how this period affected the developmental advantages typically offered by ECEC. Using parent-report data from 189 families living in the UK, we explore associations between time spent in ECEC by 8-to-36-month-olds, their socioeconomic background, and their growth in language and executive functions between Spring and Winter 2020. Receptive vocabulary growth was greater in children who continued to attend ECEC during the period, with a stronger positive effect for children from less advantaged backgrounds. Growth of cognitive executive functions was boosted by ECEC attendance during the period, regardless of socioeconomic background. Our findings highlight the importance of high-quality ECEC for the development of key skills and for levelling socioeconomic inequalities.

scholarly journals Prediction of Reading and Writing in Elementary Education through Early Childhood Education

2020 ◽  
Vol 40 ◽  
Author(s):  
Talita de Cassia Batista Pazeto ◽  
Natália Martins Dias ◽  
Cristiano Mauro Assis Gomes ◽  
Alessandra Gotuzo Seabra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Executive Functions ◽  
Oral Language ◽  
Family Characteristics ◽  
First Year ◽  
Reading And Writing ◽  
Childhood Education ◽  
Initial Reading

Abstract The study investigated the predictive role of executive functions, language, initial reading and writing abilities, teacher’s perception of the students’ difficulties and family characteristics, evaluated in Early Childhood Education (ECE) (Jardim I and Jardim II), in relation to reading and writing performance in the first year of Elementary Education. A total of 71 children were monitored in a longitudinal manner from ECE up to the first year, and evaluated in Oral Language (OL), Executive Functions (EF), initial Reading and Writing skills in ECE and, in the first year, evaluated by means of Reading and Writing tests. Parents provided information on socioeconomic status (SES) and teachers indicated children with difficulties. After the data imputation process, regression tree analysis showed that OL skills and initials skills of reading and writing in ECE explained a mean of 43% of the reading variability in the first year. For writing, the models also included performances in EF, income, father’s age and indication of difficulty by the teacher in ECE, explaining a mean of 78% of the variability in writing in the first year. The results allowed identifying abilities and variables that can be considered precursors of subsequent performances in Elementary Education, providing guidance for actions of early identification and intervention.

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