Investigating the impact of pre-primary education duration on executive functions in elementary pupils
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73631687" target="_blank" >RIV/61989592:15410/25:73631687 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/full/10.1080/2331186X.2025.2476296" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/2331186X.2025.2476296</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/2331186X.2025.2476296" target="_blank" >10.1080/2331186X.2025.2476296</a>
Alternative languages
Result language
angličtina
Original language name
Investigating the impact of pre-primary education duration on executive functions in elementary pupils
Original language description
Preschool education is considered to lay the foundations for lifelong learning, contributing significantly to the physical, emotional, and social development of children. Executive functions- working memory, cognitive flexibility, and inhibition- are crucial for academic success and overall child development. Since these functions begin to develop at an early age, the duration of pre-primary education can substantially influence their initial levels and further development during the early years of elementary school. This study employed a longitudinal design to assess how the length of pre-primary education affects cross-sectional levels and longitudinal trajectories of executive functions among 896 children from 11 regions of the Czech Republic, representing 67 schools. Using standardized assessments, such as the BRIEF scale, teachers evaluated executive functions including inhibition, working memory, and cognitive flexibility at five timepoints: the final year of preschool, and the first and second years of elementary school (4 times). The findings indicate that the duration of preschool education positively impacts most executive functions at school entry, with effects diminishing over time. An exception was noted for the inhibition, which showed increased difficulties with longer preschool attendance. These results underscore the importance of pre-primary education in shaping early cognitive development and highlight areas for targeted intervention.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Cogent Education
ISSN
2331-186X
e-ISSN
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Volume of the periodical
2025
Issue of the periodical within the volume
12
Country of publishing house
GB - UNITED KINGDOM
Number of pages
16
Pages from-to
nestránkováno
UT code for WoS article
001460472300001
EID of the result in the Scopus database
2-s2.0-105002259922