Main Article Content

Duangruetai Seamkhumhom
Preyasalil Chaiyawut
Sudarat Wanngamwiset
Thamakorn Thienphuridej


          The Objectives of this research article were to enhance knowledge and understanding of parents, guardians, teachers, child caregivers, and health personnel about executive functions (EF) in order to organize EF promoting activities for preschoolers. Executive functions (EF) are high - level cognitive functions that regulate emotional and cognitive control and actions, leading to goal – directed behavior. Preschool years (those aged 2 - 6 years old) are an important age in laying the foundation for learning in life and when children have physical, mental, emotional, social and intellectual development. Especially, they quickly develop their front brain with functions to set goals, make plans, sequence tasks, initiate creativity, control emotion and behavior. Children in this age have the highest development rate of executive functions. There are five main skills in executive functions of preschoolers, namely: Inhibitory control, Shift/ Cognitive flexibility, Emotional control, working memory, and Planning/Organizing. Therefore, promoting executive functions since childhood plays an important role in achieving success in school, work, health, and living with others. Preschoolers with lower EF possibly have lower academic readiness and encounter undesirable behavior problems in the future. Health care personnel and teachers should enhance caregivers’ knowledge and understanding of the executive functions of preschool- aged children and those related factors.  Teachers and caregivers should be enabling them to screen for child executive function.  Nurses play a key role in promoting and supporting children in physical, emotional, social and intellectual development, learning readiness and growing into quality adult citizens of the country by working with teachers/caregivers in children’s development facilities in order to promote children’s health and learning in addition to providing recommendations for parents in parenting and promoting children’s executive functions.


Download data is not yet available.

Article Details

How to Cite
Seamkhumhom, D., Chaiyawut, P., Wanngamwiset, S., & Thienphuridej, T. (2020). PROMOTING TO EXECUTIVE FUNCTIONS IN PRESCHOOL CHILDREN. Journal of MCU Nakhondhat, 7(10), 15–31. Retrieved from
Academic Article


กรมสุขภาพจิต. (2555). คู่มือคลายเครียด. เรียกใช้เมื่อ 20 เมษายน 2562 จาก ebook/dl.asp?id=345

กระทรวงศึกษาธิการ. (2558). ผลสำรวจนักเรียนชั้นประถมศึกษาปีที่ 1. เรียกใช้เมื่อ 2 มกราคม 2561 จาก detail / news/24434

ฉันทิกา จันทร์เปีย. (2558). ตำราการพยาบาลเด็ก เล่ม 1 (พิมพ์ครั้งที่ 4). กรุงเทพมหานคร: พรีวัน.

นวลจันทร์ จุฑาภักดีกุล และคณะ. (2060). การพัฒนาและ หาค่าเกณฑ์มาตรฐานเครื่องมือประเมินการคิดเชิงบริหารในเด็กปฐมวัย. เรียกใช้เมื่อ 20 กรกฎาคม 2560 จาก

วิจารณ์ พานิช. (2556). การสร้างการเรียนรู้สู่ศตวรรษที่ 21. (พิมพ์ครั้งที่ 1). กรุงเทพมหานคร: ส. เจริญการพิมพ์.

Ackerman, D. J. & Friedman-Krauss, A. H. (2017). Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options. In Policy Information Report and ETS Research Report Series.

Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71-82.

Bernier, A. et al. (2010). From external regulation to self‐regulation:Early parenting precursors of young children’s executive functioning. Child development, 81(1), 326-339.

Bibok, M. B. et al. (2009). Parental scaffolding and the development of executive function. New directions for child and adolescent development, 2009(123), 17-34.

Blair, C. et al. (2011). Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child development, 82(6), 1970-1984.

Blair, C. & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, 78(2), 647-663.

Cameron, C. E. et al. (2012). Fine motor skills and executive function both contribute tokindergarten achievement. Child development: 83(4), 1229-1244.

Carlson, S. M. & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child development, 72(4), 1032-1053.

Carlson, S. & Zelazo, P. (2014). Minnesota executive function scale. Saint Paul, MN, Reflection Sciences.

Casey, B. et al. (2005). Imaging the developing brain: what have we learned about cognitive development. Trends in cognitive sciences, 9(3), 104-110.

Center on the Developing Child at Harvard University. (2014). Enhancing and PracticingExecutive Function Skills with Children from Infancy to Adolescence. Retrieved July 20, 2019, from https://developingchild. executive-function.

Cuevas, K. et al. (2014). What's mom got to do with it? Contributions of maternal executive function andcaregiving to the development of executive function across early childhood. Developmental, 17(2), 224-238.

Diamond, A. (2013). Executive functions. Annual review of psychology, 64(1), 135-168.

. (2014). Want to optimize executive functions and academic outcomes?: simple, justnourish the human spirit. In Paper presented . Minnesota Symposia on Child Psychology.

Gerard A Gioia et al. (2003). BRIEF-P : behavior rating inventory of executive function - preschool version : professional manual. In Psychological Assessment Resources.

Gerstadt, C. L. et al. (1994). The relationship between cognition andaction: performance of children 312–7 years old on a stroop-like day-night test. Cognition, 53(2), 129-153.

Hughes, C. et al. (2004). Executive functions in childhood: development and disorder. In: J.M. OATES and A. GRAYSON, eds., Cognitive and language development in children. In Chapter in book. Oxford: Milton Keynes .

Hughes, C. & Ensor, R. (2007). Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental psychology, 43(6), 1447-1460.

(2008). Does executive function matter for preschoolers’ problem behaviors. Journal of Abnormal Child Psychology, 36(1), 1-14.

Kochanska, G. et al. (1996). Inhibitory control in young children and its role in emerging internalization. Child development, 67(2), 490-507.

McCabe et al. (2004). The development of self-regulation in young children: Individual characteristics and environmental contexts. In R. F. Baumeister &K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 340-6). New York: US: The Guilford Press.

McClelland, M. et al. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in psychology, 5(1), 599 (1-14).

Meltzer, L. (2007). Executive function: Theoretical and conceptual frameworks. In Executive function in education . From theory to practice.

Miller, L. A. et al. (2011). Foundations of psychological testing (3rd ed.). CA: SAGE: Thousand Oaks.

Moffitt, T. E. et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.

Roebers, C. M. et al. (2011). Schoolenrolment and executive functioning: A longitudinal perspective on developmental changes,the influence of learning context, and the prediction of pre-academic skills. EuropeanJournal of Developmental Psychology, 8(5), 526-540.

Sulik, M. J. et al. (2015). Early parenting and the development of externalizing behavior problems: longitudinal mediation through children's executive function. Child development, 86(5), 1588-1603.

Sutipan, P. et al. (2012). The impact of the 101s positive discipline teacher training on teacher practices and preschoolers' executive function skills. Mahidol University.

Swanson, H. L. et al. (2008). Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of educational psychology, 100(2), 343-358.

Vernon et al. (2016). Predictors of behavioral regulation in kindergarten: Household chaos, parenting, and early executive functions. Developmental psychology, 52(3), 430.

Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological Processes. Cambridge: MA: Harvard University Press.

Wagner, S. L. et al. (2016). Higher cortisol is associated with poorer executive functioning in preschool children: The role of parenting stress, parent coping and quality of daycare. Child Neuropsychology, 22(7), 853-869.

Willoughby, M. et al. (2017). Developmental delays in executive function from 3 to 5 years of age predict kindergarten academic readiness. Journal of learning disabilities, 50(4), 359-372.

World Health Organization. (2016). Early child development - Child health and development. Retrieved July 3, 2017, from http:// early-child-development/child-health-development/en/

Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature protocols, 1(1), 297-307.