Executive Function in Early Childhood: Qualitative and Quantitative Patterns of Development Among Students within a Montessori Classroom

<p>This mixed methodology study observed five executive function components (working memory, attention, planning, cognitive flexibility, and inhibitory control) in a Montessori preschool environment for three to five year olds. The purpose of the study was to understand patterns of development for three, four, and five year olds in a natural environment. There were five findings found after analysis: 1) a cluster of components of working memory/planning/attention, 2) patterns of frequency of components, 3) the role of interest in EF components, 4) patterns within each of the five components and 5) patterns of data triangulation between the parent, teacher, and researcher. The current literature has varying views on how components interrelate as well as patterns in age and gender. After analyzing the data from the current study, four of the five findings were across age groups with the exception of some patterns in the isolation components.</p>

Name thesis:degree_name

Doctor of Education in Early Childhood Education (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2014

Author dc:creator

• Darcy, Ashley

Contributors dc:contributor

• Dr. BinBin Jiang
• Dr. Robert A. DeVillar
• Dr. Feland Meadows

• executive function
• early childhood
• montessori
• education
• Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/etd/647

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:etd-1650