Abstract:
Being part of the early childhood development and education community, my study could contribute to the communal effort to address how South African learners are prepared and readied for informal and formal schooling.
Executive function encompasses important cognitive and behavioural skills that enable students to plan, self-regulate and work flexibly within a learning environment. Executive function is a prerequisite for learning and school readiness - it permits learning and adjustment in formal school; it is therefore important that it should be strengthened during the early years.
Using a case study design, enables me to explore the role of structured play in facilitating the development of executive function in preschool learners. The data generating techniques included conducting semi-structured interviews, observing lessons, analysing lesson plan documents, taking photographs, as well as keeping field notes. Eight preschool teachers were interviewed and observed. The participants’ responses served the purposes of the study to understand the roles, teaching techniques and learning materials that facilitate executive function through structured play. It further provided information on how to incorporate structured play games in alignment with the national preschool curriculum (National Curriculum Framework) to support executive function skills. The study revealed a number of creative learning opportunities that are fun, hands-on and engaging, that can be used to improve preschool learners’ academic performance.
The key findings confirm that specific teaching techniques and resources enhance executive function during learning experiences. Furthermore, the role of the teacher guides preschool learners to acquire executive function skills during structured play. The implication of the study is that executive function can only be strengthened and sustained if educators are knowledgeable of the skill, and can apply various techniques to support its development.
