Supporting the Development of Executive Function Skills Through Structured Play: A Qualitative Study of South African Preschool Teachers

Abstract

Executive function encompasses various cognitive skills that govern our thoughts and actions when completing a task. The skills include self-regulation, memorisation, and cognitive flexibility to ultimately foster autonomy, planning, and problem solving skills. Various interventions have been used to develop executive function skills; however, the use of structured play has not been adequately assessed. Therefore, this qualitative study explored how the development of executive function skills can be supported in preschool settings using structured play. Since acquiring new knowledge and skills is particularly effective during social interaction, Vygotsky’s sociocultural theory was the conceptual framework. A qualitative approach was deemed the most suitable choice as it relied on direct observation of the phenomenon. Eight South African preschool teachers were selected from four preschools with different curricula (National Curriculum Framework, Independent School Association of South Africa curriculum, Montessori, and Reggio Emilia). Research data was obtained using semi-structured interviews and lesson observations. The data was then analysed and coded to arrive at six themes. The themes include: (1) guiding, (2) modelling, (3) instructing, (4) repeating, (5) incorporating child-led activities, and (6) considering children’s interests. Overall, the data supported active engagement through social experiences as a route to develop executive function skills. Given the psychosocial benefits of acquiring executive function skills at an early age, the contribution of this study suggests that play-based strategies are effective in enhancing executive function skills. These strategies are applicable in different learning environments.