Teachers’ insights into preschoolers’ executive function difficulties: Perceived causes and supportive strategies

Abstract

This qualitative analysis explores preschool teachers’ perceptions of preschoolers’ Executive Function (EF) difficulties and teachers’ support strategies. Teachers attribute EF difficulties to parenting style, individual characteristics, inexperience, overstimulation, and physical activity needs. They believe that children do not have difficulties with working memory, attributing challenges to inhibition. Support strategies include scaffolding and brainstorming for cognitive flexibility; visual attention exercises, diversifying engagement techniques, and creating routines and maintaining consistency for inhibition; and academic activities, games, and attention exercises for working memory. The study highlights the need for stronger teacher-parent collaboration, better alignment among teachers, and integrating EFs into pre-service teacher education.