Parents’ Roles in Promoting Executive Functions of Kindergarteners
Keywords:
promoting executive functions, parents’ roles, kindergartenersAbstract
The purpose of this study was to study parents’ roles in promoting executive functions in kindergarteners, focusing on two dimensions: 1) building positive relationships, and 2) supporting learning. The study utilized a questionnaire collected from the sample, which consisted of 160 parents of kindergarteners at a demonstration school under the Ministry of Higher Education, Science, Research, and Innovation selected through quota sampling. The data obtained were analyzed using frequency distribution, percentage, arithmetic mean, and standard deviation. The results show that the parents’ roles in promoting executive functions of kindergarteners is at a high level (M= 3.60, SD= 0.26). When examining each aspect, it was found that the average score of building positive relationships was at the highest level (M= 3.60, SD= 0.26), including positive reactions of the child (M= 3.75, SD= 0.33) and being a good role model (M= 3.45, SD= 0.36), followed by supporting learning which was at a high level (M= 3.59, SD= 0.35) and consists of organizing integrated activities for practicing planning (M= 3.73, SD= 0.40) and scaffolding (M= 3.46, SD= 0.41).
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