Study of the Development of EF (Executive Functions) for Early Childhood with Rhythm and Movement Activities

Abstract

This research aimed to study the development of EF (executive functions) of early childhood who participated in rhythm and movement activities. The sample group consisted of 24 male and female kindergarten level 3 students enrolled in the semester 1 of the 2024 academic year at Khon Kaen Municipality Demonstration Kindergarten School (Non Nong Wat), selected through purposive sampling. The experiment lasted for eight weeks, with activities conducted four days per week, 30 minutes per session, totaling 32 sessions. The research instruments included rhythm and movement activity plans through 4 types of movement:      1) Movement according to orders and agreements 2) Movement as a leader and follower        3) Creative movement 4) Movement according to description, total of 40 activities, and an EF (executive functions) development observation form for early childhood, which was designed as a 3-level rating scale. The research design followed a One Group Time Series Design. Data analysis was conducted using mean and standard deviation. The research results found that early childhood children who received the learning experiences of movement and rhythm activities had an average score of EF (Executive functions) development in all aspects at a good level (=2.39, S.D.=0.78). As follows: working memory (=2.64, S.D.=0.71), inhibition control (=2.54, S.D.=0.78), emotional control (=2.48, S.D.=0.81), Plan & Organize (=2.18, S.D.=0.78), and cognitive flexibility (=2.13, S.D.=0.78), respectively.