AI Summary & Key Takeaways
AI InsightHowever, it was observed that CHEXI-Teacher Form scores were significantly higher for boys compared to girls, for children who play digital games compared to those who do not, and for children who play digital games more than once a day compared to children who play less frequently.
📌 3 Key Takeaways
Abstract
The aim of this study is to examine the executive function skills of 5-year-old children receiving pre-school education in terms of gender, duration of pre-school education, parental education and age status, maternal employment status, children's digital game playing status and digital game playing frequency variables. The study was carried out through the descriptive survey model, which is among the quantitative research methods, and the convenience sampling method, which is among the non-random sampling methods. The population of the study consists of 5-year-old children receiving pre-school education and the sample group consists of 332 children in the 5-year-old group who attend independent kindergartens affiliated to the Ministry of National Education in Ağrı and who are allowed by their parents to participate in the research. 'The Childhood Executive Function Inventory (CHEXI)-Teacher Form' and the Child Information Form prepared by the researchers were used within the context of the study. As a result of the study, no significant difference was found in CHEXI-Teacher Form scores in terms of the variables of duration of preschool education, parent education and age status, and maternal employment status. However, it was observed that CHEXI-Teacher Form scores were significantly higher for boys compared to girls, for children who play digital games compared to those who do not, and for children who play digital games more than once a day compared to children who play less frequently.