A Synthesis of Research on Executive Function in Early Childhood Between 2016 and 2024

Abstract

This study aimed to synthesize characteristics of research on executive function (EF) in early childhood in Thailand published between 2016 and 2024. Data were retrieved from the Thai Digital Collection (TDC), yielding 66 studies, of which 14 met the selection criteria: participants were early childhood children, studies employed quasi-experimental designs, provided full texts, and passed quality assessment. Participants were Kindergarten 1–3 students. The findings showed that 14.29% of studies used plan–do–review activities and art-based approaches based on the HighScope framework as independent variables. Regarding dependent variables, working memory was most frequently examined (17.54%), followed by inhibitory control and planning (15.79%) and emotional control (12.28%). Half of the studies (50%) used a one-group pretest–posttest design, while 42.86% employed a randomized control group pretest–posttest design. Purposive sampling was most common (50.00%), and sample sizes were typically 26–35 participants (28.57%). In 42.86% of studies, data collection lasted less than 10 hours. Observation and assessment forms were the primary instruments (35%). The synthesis indicates that integrated activities (e.g., games, creative arts, storytelling) enhance key EF components and are most effective in structured, safe environments aligned with children’s developmental and real-life contexts.