Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers.
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| Title: | Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers. |
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| Authors: | Amukune, Stephen1,2 amukune.stephen@edu.u-szeged.hu, Józsa, Gabriella3, Józsa, Krisztián1,4 |
| Source: | International Journal of Early Childhood. Aug2023, Vol. 55 Issue 2, p205-222. 18p. 3 Charts. |
| Subject Terms: | *Preschool children, *Child psychology, Short-term memory in children |
| Geographic Terms: | Hungary, Kenya |
| Abstract (English): | Cross-national comparisons represent an avenue for investigating milestones achieved by one region that can help improve standards in another country. This study compares the development of executive functioning in Hungarian and Kenyan preschoolers as they prepare for school readiness. The study's cross-sectional design entailed sampling preschoolers from Hungary (n = 187) and Kenya (n = 420) aged between 4 and 8 years nested in 35 classrooms. Preschool class teachers rated the children's executive functioning using the Childhood Executive Functioning Inventory (CHEXI). The two-factor structure of the CHEXI demonstrated a strong measurement invariance for the two countries, Hungary and Kenya. Significant gender differences were noted on both subscales in the Hungarian sample but not in the Kenyan preschoolers. Additionally, no differences were found in the executive functioning of boys from both countries. However, the girls exhibited variances in the inhibition subscale. Contrary to expectations, no linear mixed effects were observed for country or the interactions between age and country apropos difficulties related to inhibition and total executive functioning except for working memory. Better working memory skills noted in the Hungarian sample were attributed to a superior preschool education system. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Resumen: Les comparaisons transnationales représentent un moyen d'étudier les jalons atteints par une région qui peuvent aider à améliorer les normes dans un autre pays. Cette étude compare le développement du fonctionnement exécutif chez les enfants d' âge préscolaire hongrois et kenyans alors qu'ils se préparent à la préparation à l'école. La conception transversale de l'étude impliquait un échantillonnage d'enfants d' âge préscolaire de Hongrie (n = 187) et du Kenya (n = 420) âgés de 4 à 8 ans répartis dans 35 salles de classe. Les enseignants de la classe préscolaire ont évalué le fonctionnement exécutif des enfants à l'aide du Childhood Executive Functioning Inventaire (CHEXI). La structure à deux facteurs du CHEXI a démontré une forte invariance de mesure pour les deux pays, la Hongrie et le Kenya. Des différences significatives entre les sexes ont été notées sur les deux sous-échelles dans l'échantillon hongrois, mais pas chez les enfants d'âge préscolaire kenyans. De plus, aucune différence n'a été trouvée dans le fonctionnement exécutif des garçons des deux pays. Cependant, les filles présentaient des variances dans la souséchelle d'inhibition. Contrairement aux attentes, aucun effet mixte linéaire n'a été observé pour le pays ou les interactions entre l'âge et le pays à propos des difficultés liées à l'inhibition et au fonctionnement exécutif total à l'exception de la mémoire de travail. Les meilleures compétences en mémoire de travail notées dans l' échantillon hongrois ont été attribuées à un système d'éducation préscolaire supérieur. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Las comparaciones entre países representan una vía para investigar hitos logrados por una región que pueden ayudar a mejorar los estándares en otro país. Este estudio compara el desarrollo del funcionamiento ejecutivo en preescolares húngaros y kenianos mientras se preparan para la preparación escolar. El diseño transversal del estudio implicó el muestreo de niños en edad preescolar de Hungría (n = 187) y Kenia (n = 420) con edades entre 4 y 8 años anidados en 35 aulas. Los maestros de la clase de preescolar calificaron el funcionamiento ejecutivo de los niños usando la Prueba de funcionamiento ejecutivo infantil. Inventario (CHEXI). La estructura de dos factores del CHEXI demostró una fuerte invariancia de medición para los dos países, Hungría y Kenia. Se observaron diferencias de género significativas en ambas subescalas en la muestra húngara, pero no en los preescolares de Kenia. Además, no se encontraron diferencias en el funcionamiento ejecutivo de los niños de ambos países. Sin embargo, las niñas exhibieron variaciones en la subescala de inhibición. Contrariamente a lo esperado, no se observaron efectos mixtos lineales para el país o las interacciones entre la edad y el país a propósito de las dificultades relacionadas con la inhibición y el funcionamiento ejecutivo total, excepto para la memoria de trabajo. Las mejores habilidades de memoria de trabajo observadas en la muestra húngara se atribuyeron a un sistema de educación preescolar superior. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Cross-national comparisons represent an avenue for investigating milestones achieved by one region that can help improve standards in another country. This study compares the development of executive functioning in Hungarian and Kenyan preschoolers as they prepare for school readiness. The study's cross-sectional design entailed sampling preschoolers from Hungary (n = 187) and Kenya (n = 420) aged between 4 and 8 years nested in 35 classrooms. Preschool class teachers rated the children's executive functioning using the Childhood Executive Functioning Inventory (CHEXI). The two-factor structure of the CHEXI demonstrated a strong measurement invariance for the two countries, Hungary and Kenya. Significant gender differences were noted on both subscales in the Hungarian sample but not in the Kenyan preschoolers. Additionally, no differences were found in the executive functioning of boys from both countries. However, the girls exhibited variances in the inhibition subscale. Contrary to expectations, no linear mixed effects were observed for country or the interactions between age and country apropos difficulties related to inhibition and total executive functioning except for working memory. Better working memory skills noted in the Hungarian sample were attributed to a superior preschool education system. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207187 |
| DOI: | 10.1007/s13158-022-00331-0 |
