| Category |
Details |
The Teachers’ Traits |
| Principles |
Social inequality: reduce the gap among children with different socio-economic status by giving early training to all of them equally |
All of the teachers stressed out that children must be treated equally regardless their background and given the same early exposure |
| Transfer: each EF training will lead to improving not only 1 specific skill but also other EF skills |
None |
| Increase the task demand: to ensure the skills can be level up and keep the learning activity interesting |
They will ensure all tasks given must be gradually challenged by increasing level of difficultyThey keep on stressing out to put extra careful on those who lagging behind in class; not to put pressure on them and offer one to one help |
| Persistent: repetition is not only through number of practice times or hours spent but also means repeating the skills across the activities/ curricula |
They agreed that all new skills taught need to be repeated because this will help them remember. In addition, they claimed that it is their nature to learn things over and over again especially they can easily forget |
| Intervention |
One of the intervention for inhibition (self-regulation) is providing understandable rules and reviewed them before transition. |
All of the teachers always explained the rules before beginning any of the activities and remind them about the classroom’s rules from time to time. |
| Organizing intervention requires routine establishment not only at school but also at home |
All of the teachers consented that routines need to be established first before anything else. |
| One of the working memory intervention that can be implemented is using visual and verbal prompts for the children to make them less forgetful. |
If students seem forgetful with what the teachers have taught them, they will provide verbal prompts or even break down difficult tasks into smaller steps. |
| Consistent in giving praises to the children is a must for teachers in every chances they encountered. Each components of EF can be improved when children feel good about themselves. |
The three teachers agreed that they always praise the children when they have done good works. In fact, Teacher E stressed out the importance of acknowledging their efforts, rather than focusing on the end product. |
