The Future of Education

The objective of this study was to analyze the effects of card board game activities on children’s executive function. Preschool children from a private schools were recruited who, upon entry into the study, ranged in age from 5-3 to 5-8 years. Screening Assessment for Gifted Elementary and Middle School Students-2 edition, reasoning subtest was used to assess children’s intelligence for grouping in an average, above average, and superior samples. A true experimental design was used. Children in the intervention group (n = 27; 15 boys, 12 girls) participated in a 10 week activity for 30 minutes during lunch recess, twice a week. Children in the control group (n=30; 19 boys, 11 girls) followed their normal lunch routine.  Executive function were assessed using tasks measuring inhibition (Cat/Mouse Test), working memory (Missing Scan Task), cognitive flexibility (The Dimensional Change Card Sort Test: DCCS), and effortful control (Dinky Snacks Test). Teachers’ behavioral ratings of these executive functions were used. After adjusting for pretest covariates, children in the intervention group showed significantly improvement than children in the control group on the DCCS Test and the behavior rating, reflecting enhanced cognitive flexibility, inhibition, and working memory skills respectively. Some differences were found on the sex variable. Girls performed better than boys in working memory, planning and DCCS. This study also explores the relationship of intelligence to the behavioral-based test and performance-based tests. IQ was significantly related to some types of executive function on behavioral rating and DCCS. Board games designed activities can enhance aspects of executive functioning in preschool children.

Keywords: Executive function, Preschooler, Intelligence, Performance-based test, Behavior rating, Board game;

References:
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