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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Promoting Executive Function Skills in Preschoolers Using a Play-Based Program.

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  • 1Department of Neuroscience, University of Lethbridge, Lethbridge, AB, Canada.

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Summary
This summary is machine-generated.

Play-based learning significantly boosts executive function (EF) and overall development in young children. The Building Brains and Futures program effectively improved EF, language, and motor skills in preschoolers.

Keywords:
3–5-year-oldadult capabilityassessment toolscognitive functionmotor functionsocio-emotional competency

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Area of Science:

  • Child Development
  • Neuroscience
  • Educational Psychology

Background:

  • Play is crucial for children's learning, brain development, and executive function (EF) skills.
  • Strong EF in preschoolers predicts future academic and life success.
  • The Building Brains and Futures (BBF) program was developed to foster EF through play in young children.

Purpose of the Study:

  • To evaluate the effectiveness of the BBF program in enhancing executive function (EF), language, and motor skills in preschoolers.
  • To assess the feasibility of integrating the BBF program into existing preschool curricula.
  • To highlight the role of intentional, adult-directed play in early childhood development.

Main Methods:

  • A play-based program (BBF) with 10 interactive games was implemented for 3-5-year-olds with kindergarten readiness challenges.
  • Adults (educators, caregivers, parents) received training on brain development, EF, and play-based strategies.
  • Children participated in the program for at least 6 weeks, with pre- and post-program assessments of EF, language, and motor skills.

Main Results:

  • Significant improvements were observed in children's executive function (EF), language, and motor skills after program participation.
  • The BBF program was reported by adopters to be easily and successfully integrated into existing preschool curricula.
  • The study demonstrated positive outcomes in multiple developmental domains through a structured play-based intervention.

Conclusions:

  • Intentional, adult-directed play is an effective strategy for enhancing early childhood development, particularly executive function (EF).
  • The BBF program offers a viable and adaptable approach for improving key developmental skills in preschoolers.
  • Investing in play-based interventions can lead to improved kindergarten readiness and long-term success for children.