An Evaluation of a Classroom-Based Intervention to Improve Executive Functions in 4-Year Old Children in New Zealand

Autor/inn/en	Keown, Louise J.; Franke, Nike; Triggs, Christopher M.
Titel	An Evaluation of a Classroom-Based Intervention to Improve Executive Functions in 4-Year Old Children in New Zealand
Quelle	In: Early Childhood Education Journal, 48 (2020) 5, S.621-631 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keown, Louise J.) ORCID (Franke, Nike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01023-x
Schlagwörter	Foreign Countries; Preschool Children; Intervention; Executive Function; Educational Games; Child Behavior; Self Control; School Readiness; Behavior Rating Scales; Scores; Program Effectiveness; Communication Skills; Interpersonal Competence; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Educational game; Lernspiel; Selbstbeherrschung; Readiness for school; School ability; Schulreife; Kommunikationsstil; Interpersonale Kompetenz; Neuseeland
Abstract	Executive functions (EFs) are foundational for the development of cognitive and social capacities critical for school readiness. The importance of promoting EF skills prior to school entry is increasing recognized but few preschool classroom-based interventions specifically target EF skills. The aim of this study was to evaluate the effectiveness of a classroom-based intervention, Red Light Purple Light (RLPL), to enhance 4-year-old children's EF skills. Fifteen early childhood education (ECE) centers in Auckland, New Zealand participated. There was a total of 212 consented 4-year-old children across the 15 centers. Centers were randomized to either the RLPL intervention (twice weekly circle time games sessions over 8 weeks) or a waitlist control group (the usual curriculum). Children's EF skills were measured at pre-, post-, and 4-month postintervention using the Head-Toes-Knees-Shoulder (HTKS) and Dimensional Change Card Sort (DCCS) tasks. Teacher ratings of behavioral self-regulation were collected with the Child Behavior Rating Scale (CBRS). Hierarchical linear mixed models were used to estimate the intervention effects, taking into account baseline scores, English vocabulary, age, and gender. Post-intervention interviews were conducted with 15 teachers. Significant short-term intervention effects were found for increases in EFs, based on DCCS scores. At 4-month follow-up, there were greater gains in CBRS scores for intervention group children. Teacher interviews indicated additional benefits of participation for children in self-control, language, and social skills. The study provides support for the effectiveness of the RLPL intervention, delivered by teachers in preschool classrooms, for improving children's EF skills. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01