Executive function and pre-academic skills in preschoolers from South Africa

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2023-08-25 DOI:10.4102/sajce.v13i1.1369
C. Cook, S. Howard, G. Scerif, R. Twine, K. Kahn, S. Norris, C. Draper
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Abstract

Background: While there is now considerable evidence in support of a relationship between executive function (EF) and academic success, these findings almost uniformly derive from Western and high-income countries. Yet, recent findings from low- to -middle-income countries have suggested that patterns of EF and academic skills differ in these contexts, but there is little clarity on the extent, direction and nature of their association.Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a sample of preschool children (N = 124; Mage = 50.91 months; 45% female).Setting: Two preschools were recruited from an urban setting in a community with both formal and informal housing, overcrowding, high levels of crime and violence, and poor service delivery. Three preschools were recruited from rural communities with household plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited access to running water and rudimentary sanitation.Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development Criteria test, and EF was assessed using the Early Years Toolbox.Results: Although EF scores appeared high and pre-academic skills were low (in norm comparisons), EF inhibition (ß = 0.23, p = 0.001) and working memory (ß = 0.25, p  0.001) nevertheless showed strong prediction of pre-academic skills while shifting was not significant.Conclusion: While EF is an important predictor of pre-academic skills even in this low- and middle-income country context, factors in addition to EF may be equally important targets to foster school readiness in these settings.Contribution: The current study represents a first step towards an understanding of the current strengths that can be leveraged, and opportunities for additional development, in the service of preparing all children for the demands of school.
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南非学龄前儿童的执行功能和学习前技能
背景:虽然现在有相当多的证据支持执行职能(EF)与学术成功之间的关系,但这些发现几乎一致来自西方和高收入国家。然而,来自中低收入国家的最新研究结果表明,EF和学术技能的模式在这些情况下有所不同,但它们之间的联系的程度、方向和性质尚不清楚。目的:本研究旨在调查EF对学龄前儿童(N=124;Mage=50.91个月;45%为女性)学习前技能的贡献。环境:两所幼儿园是从一个城市环境中招募的,该社区既有正式住房,也有非正式住房,人满为患,犯罪率和暴力率高,服务提供差。三所幼儿园是从农村社区招募的,这些社区有家庭用地,基础设施发展速度缓慢,烹饪依赖明火,获得自来水和基本卫生条件有限。方法:使用Herbst幼儿发展标准测试评估学习前技能,使用Early Years Toolbox评估EF。结果:尽管EF得分较高,学习前技能较低(在常模比较中),但EF抑制(ß=0.23,p=0.001)和工作记忆(土=0.25,p=0.001)对学习前技能的预测能力较强,而转换并不显著。结论:即使在这个中低收入国家,EF也是学业前技能的重要预测因素,但在这些环境中,除了EF之外的因素可能也是培养入学准备能力的同样重要的目标。贡献:目前的研究是了解当前可以利用的优势和进一步发展的机会的第一步,有助于让所有儿童为学校需求做好准备。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
期刊最新文献
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