Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers

Autor/inn/en	Amukune, Stephen; Józsa, Gabriella; Józsa, Krisztián
Titel	Comparing Executive Functioning in the School Readiness of Hungarian and Kenyan Preschoolers
Quelle	In: International Journal of Early Childhood, 55 (2023) 2, S.205-222 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amukune, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-022-00331-0
Schlagwörter	Foreign Countries; Preschool Children; Executive Function; School Readiness; Child Development; Preschool Education; Preschool Teachers; Gender Differences; Short Term Memory; Educational Quality; Comparative Analysis; Hungary; Kenya + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Kindesentwicklung; Erzieher; Erzieherin; Kindergärtnerin; Geschlechterkonflikt; Kurzzeitgedächtnis; Quality of education; Bildungsqualität; Ungarn; Kenia
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01