Fostering Executive Functions Using Learning and Teaching Materials in Kindergarten

Abstract

Executive function is an essential skill needed for learning in a school environment. This is because the skill helps learners be organised and work effectively during tasks. Literature suggests that executive functions should be developed during early years, as they establish the means to work effectively in a learning environment. However, South Africa’s policy document does not detail the materials that enhance the skill. Therefore, the following article provides insight into learning and teaching materials that can enhance executive function skills in the kindergarten years. The study applied the qualitative approach, enabling teachers to provide their experience of the phenomenon. Eight South African teachers were selected as a form of purposive sampling from four kindergarten schools in Pretoria, Gauteng. Semi-structured interviews and lesson observations were utilised to obtain the empirical data. Several themes emerged, including visual materials, tactile objects, songs, and oral materials. These materials need to be age-appropriate and fun for kindergartners to engage with. The findings support that developing or facilitating executive functions mostly depends on teachers’ willingness to be innovative and utilise different resources. However, for this to occur, teachers need to know children’s interests, as it will captivate learners’ attention and have them participate in different tasks. The insights of this study can be used to enhance the current Learning and Teaching Support Material policy document, promote learning through play, and enable school readiness.