Development of preschool children’s executive functions throughout a play-based learning approach that embeds science concepts.

The aim of the study is to investigate and describe how executive functions are developed in kindergarten children while they participate in scientific activities. In particular, researchers look at how children's ability to control their thoughts and emotions affects how they learn about science.

The results show that the development of cognitive skills, especially the ability to control impulses and actions, plays an important role when children participate in scientific activities. The children showed a better ability to think before acting, but sometimes they used this skill to interact with other children instead of focusing on the tasks of the activity. Nevertheless, the findings show that social interaction may be important for children's development at this age. The role of kindergarten teachers as guides, and the transition between play and reality in the activities, can help children develop these cognitive skills, which is important for their preparation for starting school.

A longitudinal, play-based learning intervention was designed and implemented following the form of a pedagogical experiment. Twenty children from two kindergartens in Sweden participated in the study. The children were approximately three years old at the start of the project. The project spanned fifteen months. Data were collected using visual ethnography, where video recordings were made of potentially challenging situations with the children, under adult supervision.

Carulla, C. V., Christodoulakis, N., & Adbo, K. (2021). “Development of preschool children’s executive functions throughout a play-based learning approach that embeds science concepts”. International Journal of Environmental Research and Public Health, 18(2):588.