The impact of an interaction-based classroom program on executive function development in low-SES preschoolers: first support for effectiveness

Studies have shown that children from a low socioeconomic status (SES) family are likely to lower academic scores, indicating an SES-achievement gap. This inequality already starts in preschool and persists throughout children’s lives. Since executive functions (EFs) been put forward as contributing factors this gap, it is crucial target early EF development remediate the adverse effects of poverty. In quasi-experimental study, classroom program delivered by teachers (i.e., “ Put your glasses on ”) was implemented strengthen preschoolers’ EFs, consistent with idea well-developed EFs can foster school readiness prevent failure. The aimed boost through high-quality teacher-child interactions, EF-supporting activities (e.g., games), supportive structure. Teachers ( n = 24) 224, M age 52.61 months) 8 Belgian schools participated pilot study were divided into experimental control groups. group carried out (receiving materials coaching support implementation), whereas practiced teaching usual. Before after program, all filled BRIEF-P, questionnaire about daily problems children. We compared effect low-SES versus middle-to-high-SES problem scores. Results revealed started significantly higher (total score, working memory, inhibition, planning organizing) scores than A positive found among More specifically, shifting, remained stable over time group, but there no emotional inhibition. these increased for children, expanding gap between There These results show teacher-mediated development, especially preschoolers at sociodemographic risk.