Preschool Interventions and Executive Function Development: A Comparative Analysis of REDI and Mindful Yoga Approaches
Overview
This background paper examines two preschool intervention studies aimed at enhancing executive function skills in young children. It compares the Head Start REDI program, which uses developmentally informed teacher-student interaction approaches, with mindful yoga interventions, analyzing their effectiveness across diverse socioeconomic and demographic populations.
What this literature review covers
- Preschool Intervention REDI Program: Study design with 356 four-year-old children, sampling methodology stratified by race and socioeconomic factors, and findings on executive function improvement
- Mindful Yoga Intervention: Evaluation of mindful-based yoga with 29 preschoolers aged 3-5, teacher implementation, and parent-reported self-regulation outcomes
- Comparative Analysis: Discussion of poverty and environmental factors affecting intervention outcomes, demographic variations in executive function groups, and implications for educational practice
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Background Paper
Name
Institution
Preschool Intervention
The research titled "preschool intervention can promote sustained growth in the executive functions skills of children exhibiting early deficits," primarily aims at examining the implications of the Head Start research-based developmentally informed (REDI) preschool intervention on children's executive function skills. The research involved observing a sample of 356 four-year-old children from preschool through to preschool (Sasser, Bierman, Heinrichs & Nix, 2017). Moreover, the intervention was also dependent on teacher-student interaction. REDI program involved illustrative approaches to learning and primarily targeted enhancement of socio-emotional and language-emergent literacy skills. Furthermore, in the introduction, the researchers establish that poverty among children contributes to delayed executive functions.
Stratification was predominantly used to sample the children accordingly. Furthermore, the sampling method took into account several characteristics such as race, children's family backgrounds, nature of parenting, and education level among parents. Out of 356 children, 17% were of Hispanic origin, 58% European Americans, and 25% African Americans. The analysis of data Incorporated the maximum likelihood estimate to reduce marginal era due to missing data. Information about each child's family was obtained from the parents, and records were taken regarding behavior and attention. Moreover, an assessment was conducted before and after the intervention during the preschool year. Also, an annual evaluation of the executive function skills of children was undertaken.
The study attributed harsh environmental conditions to cases of poor response of the children to the preschool intervention. Moreover, poverty was identified as a significant factor that impeded the expected results in some children.