Investigating the impact of pre-primary education duration on executive functions in elementary pupils

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Investigating the impact of pre-primary education duration on executive functions in elementary pupils

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Investigating the impact of pre-primary education duration on executive functions in elementary pupils

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Cogent Education

ISSN

2331-186X

e-ISSN

—

Svazek periodika

2025

Číslo periodika v rámci svazku

12

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

nestránkováno

Kód UT WoS článku

001460472300001

EID výsledku v databázi Scopus

2-s2.0-105002259922