What measures of program quality tell us about the importance of executive function: implications for teacher education and preparation

ABSTRACT

In recent years, increased attention has been given to executive function and its relationship to the overall learning and development of young children. Because of this, it is essential that educators have the skills needed to effectively facilitate the development of executive function throughout early childhood. The focus of the current paper is to provide early childhood practitioners, teacher educators, and researchers with (1) background information about executive function, and (2) findings from a recent large-scale study that provide preliminary information about specific aspects of the learning environment that may support executive function development. In addition, a discussion surrounding implications for practice, particularly related to supporting pre- and in-service teachers as they acquire the skills needed to effectively support young children’s development of executive function skills, is provided. Finally, potential avenues of future research that focus on understanding the role of the learning environment on executive function development are outlined.

Additional information

Funding

This work has been supported by the Institute for Education Sciences, U.S. Department of Education, Grant Number R305A150109-16Institute of Education Sciences [R305A150109-16];