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Developing a Culturally Relevant Executive Function Observation Scale Based on Interviews with Nigerian Preschool Teachers

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Title: Developing a Culturally Relevant Executive Function Observation Scale Based on Interviews with Nigerian Preschool Teachers
Language: English
Authors: Chika Ezeugwu (ORCID 0000-0003-4967-3583), Sara Baker
Source: Infant and Child Development. 2025 34(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Test Construction, Executive Function, Environmental Influences, Cultural Relevance, Measurement Techniques, Naturalistic Observation, Test Validity, Preschool Teachers, Preschool Children
Geographic Terms: Nigeria
DOI: 10.1002/icd.70042
ISSN: 1522-7227
1522-7219
Abstract: Executive function (EF) measures used with African children heavily depend on task-based assessments normed in minority world settings. This reliance poses a challenge as it limits the understanding of how children display their EF behaviours within their own culture. Environmental factors including income and parenting are associated with children's EF development. In addition, culture-specific practices may shape what EF behaviours are adaptive. Therefore, tasks that do not incorporate culture-specific indicators of EF may lead to misinterpretation or underestimation of children's true EF capabilities in these settings. To bridge this gap, we used a qualitative approach to design a new observation scale for assessing EF in naturalistic classroom contexts. This paper describes the qualitative work leading to the design of the observation scale, which was later piloted in a quantitative study (reported elsewhere). To design the observation scale, we asked 16 preschool teachers (2 males and 14 females) in Nigeria to describe observable behavioural indicators of young children's EFs based on their own classroom experiences. Their responses were thematically analyzed using a deductive approach, based on the EF constructs of inhibitory control, working memory, cognitive flexibility, and planning. We used the codes from the thematic analysis to develop a set of initial items for an observation scale aimed at assessing EF in context. This set of items was shared with international experts on EF and teachers who provided feedback on the items' face validity; a final set of items was extracted to constitute the new observational measure. Our findings suggest that using qualitative approaches can help inform the cultural relevance of instrument design. The theoretical and practical significance of the findings are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481787
Database: ERIC
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  Data: Developing a Culturally Relevant Executive Function Observation Scale Based on Interviews with Nigerian Preschool Teachers
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  Data: <searchLink fieldCode="AR" term="%22Chika+Ezeugwu%22">Chika Ezeugwu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4967-3583">0000-0003-4967-3583</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+Baker%22">Sara Baker</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Infant+and+Child+Development%22"><i>Infant and Child Development</i></searchLink>. 2025 34(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 15
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Relevance%22">Cultural Relevance</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+Techniques%22">Measurement Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Naturalistic+Observation%22">Naturalistic Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
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  Data: 10.1002/icd.70042
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  Data: 1522-7227<br />1522-7219
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Executive function (EF) measures used with African children heavily depend on task-based assessments normed in minority world settings. This reliance poses a challenge as it limits the understanding of how children display their EF behaviours within their own culture. Environmental factors including income and parenting are associated with children's EF development. In addition, culture-specific practices may shape what EF behaviours are adaptive. Therefore, tasks that do not incorporate culture-specific indicators of EF may lead to misinterpretation or underestimation of children's true EF capabilities in these settings. To bridge this gap, we used a qualitative approach to design a new observation scale for assessing EF in naturalistic classroom contexts. This paper describes the qualitative work leading to the design of the observation scale, which was later piloted in a quantitative study (reported elsewhere). To design the observation scale, we asked 16 preschool teachers (2 males and 14 females) in Nigeria to describe observable behavioural indicators of young children's EFs based on their own classroom experiences. Their responses were thematically analyzed using a deductive approach, based on the EF constructs of inhibitory control, working memory, cognitive flexibility, and planning. We used the codes from the thematic analysis to develop a set of initial items for an observation scale aimed at assessing EF in context. This set of items was shared with international experts on EF and teachers who provided feedback on the items' face validity; a final set of items was extracted to constitute the new observational measure. Our findings suggest that using qualitative approaches can help inform the cultural relevance of instrument design. The theoretical and practical significance of the findings are discussed.
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  Data: 2025
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        Value: 10.1002/icd.70042
    Languages:
      – Text: English
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        PageCount: 15
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Environmental Influences
        Type: general
      – SubjectFull: Cultural Relevance
        Type: general
      – SubjectFull: Measurement Techniques
        Type: general
      – SubjectFull: Naturalistic Observation
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Nigeria
        Type: general
    Titles:
      – TitleFull: Developing a Culturally Relevant Executive Function Observation Scale Based on Interviews with Nigerian Preschool Teachers
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            NameFull: Chika Ezeugwu
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            NameFull: Sara Baker
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            – D: 01
              M: 07
              Type: published
              Y: 2025
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