THE CLASROOM STRATEGIES PROMOTING THE DEVELOPMENT OF PRESCHOOLERS’ EXECUTIVE FUNCTIONS (A QUALITATIVE ANALYSIS)

Abstract

In this study, it is aimed to determine preschool teachers’ habits concerning the use of the clasroom strategies promoting kids’ executive functions. The participants of the study are the 43 private and state school teachers from Tokat province whose ages range from 23 to 46. A semi-structured interview form developed by the researchers in order to collect data was used in the study. The data were interpreted by using the content analysis method. It was resarched that how the preschool teachers define the executive functions, and what strategies they use to promote the skills within this context. All the data were examined, and the codes were created. Categories were analyzed under the four main headings, “self-control and self-regulation skills”, “task initiation, determination and time management”, “effective and simultaneous use of metacognitive processes”, “working memory/active memory