Journal article
Working with teachers' pedagogical strengths: the design of executive function activities for play-based programs
Australasian Journal of Early Childhood, Vol.42(4), pp.47-55
01/12/2017
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Abstract
Evidence for the predictive effect of Executive Functions (EF) on school readiness and later school achievement has been noted. However, some studies show that EF activities are not sustained beyond the study period due to limited engagement by teachers and children. In light of this problem, this paper presents the pedagogical outcomes of a pilot study where teachers used 'playworlds' to embed EF into their programs. Five preschool teachers and five assistant teachers participated in the study over 10 weeks. Focus group interviews of all participants were conducted. A cultural- historical analysis showed that teachers developed motivating activities that promoted the sustainable development of EF in contexts of high child-engagement and motivation. The pedagogical features and implications for early childhood education are reported.
Details
- Title
- Working with teachers' pedagogical strengths: the design of executive function activities for play-based programs
- Creators
- Marilyn Fleer - Monash UniversityNikolai Veresov - Monash UniversityLinda Harrison - Charles Sturt UniversitySue Walker - Queensland University of Technology
- Publication Details
- Australasian Journal of Early Childhood, Vol.42(4), pp.47-55
- Publisher
- Sage Publications Ltd.
- Number of pages
- 9
- Grant note
- Collaborative Research Network, an Australian Government initiative
- Identifiers
- 991013007697602368
- Copyright
- Copyright of Australasian Journal of Early Childhood is the property of Early Childhood Australia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article