Need Assessment in Executive Function Skills Early Childhood Development under Sakonnakhon Primary Education al Area Office 1

Abstract

            The purpose of this research were: 1) Study Executive Function Skills in early childhood; 2) study the current state of Executive Function Skills in early childhood development; 3) Study and assess the needs for developing Executive Function Skills in early childhood; 4) Study guidelines In developing Executive Function Skills in early childhood. The sample group used in the research consisted of 359 early childhood teachers, obtained from multi-stage sampling. The research tools were questionnaires, using a 5-level rating scale. Statistics used in data analysis included percentages, means, and standard deviations, and the index of prioritizing essential needs. (PNI_modified) 
              The findings were as follows; 1. The components of Executive Function Skills in Early Childhood Development consisted of 6 components which are 1.1) Working Memory Skills 1.2) Inhibitory Control Skills 1.3) Cognitive Flexibility Skills 1.4) Attention Skills 1.5) Emotional Control Skills and 1.6) Self – Monitoring Skills. 2. The current state of Executive Function Skills in Early Childhood Development at a moderate level, and the desired state of Executive Function Skills in Early Childhood Development un under Sakonnakhon Primary Educational al the Area Office 1 were at a highest level. 3. The needs Assessment in Executive Function Skills in Early Childhood Development under Sakon Nakhon Primary Educational al Area Office 1. Overall, PNI_modified was 0.517. When considering each side in descending order, it was found that working memory skills PNI_modified were 0.727, Inhibitory Control Skills PNI_modified were 0.521, Cognitive Flexibility Skills PNI_modified were 0.481, and Attention Skills were PNI_modified 0.399 emotional regulation PNI_modified and Self-assessment PNI_modified were 0.378, respectively. 4. Guidelines for Developing Executive Function Skills for Early Childhood Success; 4.1) Working Memory Skills Teachers should provide opportunities for young children to think, question, observe, make decisions, and take action on their own. A variety of activities should be organized to promote the development of working memory skills. These activities should be engaging, stimulating, and include repetition or revisiting of concepts to encourage children to think consistently. 4.2) Inhibitory Control and Reflective Thinking Skills Early childhood teachers should possess accurate knowledge on how to develop children’s inhibitory control and reflective thinking skills. Children should be guided to regulate their own desires, remain patient, and resist various temptations around them. Teachers can organize activities that simulate real-life situations and include reflective discussions based on those situations, helping children adjust their thoughts and responses appropriately as circumstances change. 4.3) Cognitive Flexibility Skills Early childhood teachers must have a correct understanding of how to foster children’s cognitive flexibility. Integrated learning activities should be designed to stimulate this skill, enabling children to adapt quickly to new situations. Activities should encourage children to ask questions, think beyond conventional boundaries, and respond flexibly to various contexts.