Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers
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Executive functionInhibitory controlWorking memoryCognitive flexibilitySocial competenceSocial skillsTransferSustainability educationTeacher training
Romero-López, M., Pichardo, M. C., Bembibre-Serrano, J., & García-Berbén, T. (2020). Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers. Sustainability, 12(11), 4408. [DOI: 10.3390/su12114408]
The objective of this research is to examine the effectiveness of the “Executive Function Training Program in Preschool” (EFE-P) that includes real-world activities and applies different required methodologies for a sustainable education. In addition, it is evaluated whether the improvement of executive functions is transferred to the social competence domain. The study involved 100 students aged 5–6 years, of which 50 were randomly assigned to the active control group and 50 to the experimental group. Executive functions (BRIEF-P) and social competence (BASC and PKBS-2) were measured at two time points (pre-intervention and post-intervention). Data were analyzed using the Generalized Estimating Equation (GEE) for repeated data and results showed that children in the experimental group obtained better scores on executive functions and social competence compared to their peers in the control group. It is discussed if the executive functions training can be effective in improving social competence as long as the programs include real-world activities that encourage such transfer, as the EFE-P does.