Conceptualizing Executive Function Stimulation: Redesigning Activities in the Zambian Early Childhood Education Syllabus
DOI:
https://doi.org/10.47604/ijp.3864Keywords:
Zambian Preschool Education, Syllabus Redesign, Executive FunctionAbstract
Purpose: The purpose of this study was to redesign the Zambian Early Childhood Education ECE syllabus and evaluate its effectiveness in promoting executive function skills among preschool learners in Lusaka Province, Zambia.
Methodology: The study employed an embedded research design with a total sample size of 414. Data were collected using a Standardized Neuropsychological Testing Battery with precision reliability coefficient of 0.80, while the Kaufman Pattern Reasoning Test and a Biographical Data Form with Cronbach's alpha (α = .85) were administered to assess potential confounding variables.
Findings: The findings revealed that the current Zambian ECE syllabus does not explicitly articulate executive function constructs; however, after testing the redesigned syllabus, posttest results demonstrated statistically significant improvements in mean scores across all three core executive function skills. Specifically, working memory showed the most substantial improvement (M = 0.368, p < .001, d = 0.612), followed by inhibitory control (M = 0.484, p < .001, d = 0.474) and cognitive flexibility (M = 0.394, p = .007, d = 0.335). Additionally, age related analyses indicated clear developmental progression, with 5 year olds significantly outperforming 4 year olds across working memory (M = 0.381 vs. 0.323, d = 0.784, p < .001), inhibitory control (M = 0.466 vs. 0.408, d = 0.408, p = .022) and cognitive flexibility (M = 0.376 vs. 0.280, d = 0.652, p = .003). Based on these results, the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) which stated that the redesigned ECE syllabus significantly promotes executive function skills among preschool learners was accepted in the affirmative.
Unique Contribution to Theory, Practice and Policy: Consequently, the study recommends the adoption of the redesigned ECE syllabus in Zambian public schools and its broader implementation across other countries within the Sub Saharan African context.
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