Teachers’ insights into preschoolers’ executive function difficulties: Perceived causes and supportive strategies

KARA E.

Teaching and Teacher Education, vol.160, 2025 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 160
  • Publication Date: 2025
  • Doi Number: 10.1016/j.tate.2025.105019
  • Journal Name: Teaching and Teacher Education
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Keywords: Cognitive flexibility, Executive function, Inhibition, Teacher perception, Working memory
  • Middle East Technical University Affiliated: Yes

Abstract

This qualitative analysis explores preschool teachers’ perceptions of preschoolers’ Executive Function (EF) difficulties and teachers’ support strategies. Teachers attribute EF difficulties to parenting style, individual characteristics, inexperience, overstimulation, and physical activity needs. They believe that children do not have difficulties with working memory, attributing challenges to inhibition. Support strategies include scaffolding and brainstorming for cognitive flexibility; visual attention exercises, diversifying engagement techniques, and creating routines and maintaining consistency for inhibition; and academic activities, games, and attention exercises for working memory. The study highlights the need for stronger teacher-parent collaboration, better alignment among teachers, and integrating EFs into pre-service teacher education.