ArticleBrain sciences2024
Comparative Study of the Development of Executive Functions in Children: Transition from the First Cycle to the Second Cycle of Early Childhood Education.
Article in Brain sciences, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Diverging Paths: Heterogeneity in Early Childhood Executive Function Development in Chile.Brain sciences · 2026Article
- The Contribution of Executive Functions to Academic Achievement in Gifted Children: A Cross-Sectional Study.Journal of Intelligence · 2026Article
- Associations Between Screen Time, Sleep, and Executive Function in School-Aged Children and Adolescents: The Moderating Role of Digital Content and Age.Journal of clinical medicine · 2025Article
- Executive Functioning Profiles in Children with Neurodevelopmental Disorders.Behavioral sciences (Basel, Switzerland) · 2025Article
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Abstract
antecedentsExecutive functions (EFs) are the basis for establishing a goal and working towards that goal by coordinating thoughts and actions. EFs are fundamental to several aspects of daily life, specifically for academic performance.
aimTo analyse and compare the development of EFs in the transition period between the first and second cycles of early childhood education. METHODOLOGY: Non-experimental methodology, ex post facto design, descriptive, cross-sectional evolution study.
participantsPreschoolers of different educational levels (first and second cycle of infant education). In this study, the participants were evaluated by different informants: 54.42% by parents and 45.58% by teachers. In relation to gender, 52.65% were male and 47.35% were female. In relation to age, 37.54% had a range of 2-3 years and 62.46% had a range of 4-5 years. MEASUREMENT: The instrumental development of EFs was evaluated using BRIEF-P by key informants.
resultsPreschoolers in the first cycle showed significantly higher scores than preschoolers in the second cycle in BRIEP-P.
conclusionsThe development of EFs is key in these first key moments, having a special impact on later development and academic performance. It is necessary to work on EFs from the first cycle of early childhood education, considering the evolutionary development of EFs.
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