Authentic Assessment Executive Functions Skills in Early Childhood

Abstract

The new-normal era is marked by profound transformations across various dimensions—ranging from individual behaviors, family dynamics, and societal norms, to environmental conditions, lifestyles, and the developmental processes of early children. In early childhood, rapid growth is particularly evident in brain development, especially in the area of executive functions (EF), which form a crucial aspect of early children's cognitive development. The Early Childhood Education Curriculum B.E. 2560 (2017) specifies that the development of thinking skills involves enhancing children’s abilities in problem-solving, conceptual thinking, and logical reasoning in mathematics and science. To facilitate this development, learning activities should be designed to encourage children to observe, classify, compare, and investigate knowledge. Furthermore, children should engage in conversations, discussions, and the exchange of ideas. Additional approaches include inviting guest speakers to interact with young children, conducting field trips, playing educational games, practicing problem-solving in daily life, and engaging in design and creation activities. These activities should be implemented individually, in small groups, and in large groups to effectively develop and promote executive function (EF) skills in early childhood. For teachers, parents, and caregivers to accurately understand the intellectual and overall developmental progress of young children, it is essential to assess their development across various domains. Appropriate assessment methods for children aged 3 to 6 years include observation, behavioral recording, conversations with children, interviews, analysis of children’s work, and authentic assessment conducted during learning or activity contexts. This type of assessment emphasizes observing and evaluating children’s behaviors and expressions, closely monitoring their developmental progress. Additionally, self-assessment (reflective thinking), measurement of higher-order thinking skills, and active collaboration among children, teachers, parents, and caregivers are fundamental components of a comprehensive early childhood assessment framework.

          This academic article focuses on authentic assessment to evaluate the development of executive function (EF) skills in early childhood. The assessment is based on children’s real-life behaviors and expressions, providing data that accurately reflect the true characteristics of young children. Such information enables parents, caregivers, and teachers to effectively use the findings as a foundation to support and tailor individual developmental interventions for each child.