| Owner: |
Amber L. Brown
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| Owner Email: |
browna@uhcl.edu
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| Paper Title: |
Focusing on Executive Function Development and Early Literacy and Mathematics Achievement in Pre-Kindergarten Children
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| Session Title: |
Social-Emotional Development (Table 6)
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/26/2025
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| Presentation Location: |
Denver, CO
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| Descriptors: |
Achievement, Cognitive Processes/Development, Early Childhood
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| Methodology: |
Quantitative
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| Author(s): |
Amber L. Brown, University of Houston - Clear Lake; Anil Karim, Fueling Brains; Michelle L. Peters, University of Houston - Clear Lake
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| Unit: |
SIG-Early Education and Child Development
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| Abstract: |
This study aimed to examine the influence of an executive function-focused curriculum on the development of executive function skills and achievement in Pre-Kindergarten children. Data were collected from 511 Pre-Kindergarteners participating in an Executive Function-focused Early Childhood program implemented in a high-minority, economically disadvantaged urban school district in southeast Texas. Findings indicated statistically significant mean differences in executive function and achievement scores. Additionally, statistically significant positive relationships were found to exist between a student's executive function development scores and how well they performed on the Texas CLI Pre-Kindergarten monitoring assessment. As student executive function scores increased, so did their early literacy and mathematics skills.
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| DOI: |
https://doi.org/10.3102/2183534
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