Development of Preschool Children’s Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts

Clara Vidal Carulla, Nikolaos Christodoulakis and Karina Adbo
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Clara Vidal Carulla: Department of Biology and Environmental Science, Linnaeus University, 39231 Kalmar, Sweden
Nikolaos Christodoulakis: Department of Biology and Environmental Science, Linnaeus University, 39231 Kalmar, Sweden
Karina Adbo: Department of Biology and Environmental Science, Linnaeus University, 39231 Kalmar, Sweden

IJERPH, 2021, vol. 18, issue 2, 1-11

Abstract: This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young children’s development. The development of cognitive flexibility or attention shifting readily occurred when there were fictive characters (such as the king and his royal family), but changing perspective toward a nonfictive environment (i.e., taking other children’s perspectives) was a more difficult and time-consuming process. This process began in an individual perspective and expanded to acknowledging others’ perspectives, then moved toward creating common perspectives or alternative narratives. Results show that science activities can be a bridge for preschool children to transfer their use of executive functions, from fairytales and games toward everyday tasks.

Keywords: science activities; chemistry; preschool; executive functions (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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