Parents' Views on Play and the Goal of Early Childhood Education in Relation to Children's Home Activity and Executive Functions: A Cross-Cultural Investigation

Abstract

The present study investigated the cross-cultural variations in parents' views on the role of play in child development and the primary purpose of preschool education from Ethiopia and Hungary. It also examined the cross-cultural variations in preschoolers' executive functions (EF), the frequency of their engagement in home activities, and the role of these activities in the development of EF skills. Participants included 266 preschoolers (Ethiopia: 139 of which 44.6% boys; Mage = 63.83 months; SD = 7.68 months; Hungary: 127 of which 48% boys; Mage = 62.06 months; SD = 9.37 months) with their parents (Ethiopia: 45.32% male; Mage = 36.66 years; SD = 7.14 years; Hungary: 13.18% male; Mage = 37.71 years; SD = 5.97 years). The independent samples t-test showed that Ethiopian parents view fostering academic skills for preschooler significantly more important than their Hungarian counterparts do. We also found that while Ethiopian parents hold the belief that academic and cognitive development is the major purpose of preschool education, Hungarian prioritize social-emotional development and entertainment. Additionally, preschoolers in Ethiopia were reported to engage in academic and arts and crafts activities after preschool significantly more frequently than their Hungarian counterparts. On the contrary, preschoolers in Hungary were found to engage in fine-motor activities, solitary play, sports and other physical activities significantly more frequently than their Ethiopian counterparts. No significant differences were found in EF skills between preschoolers from Ethiopia and Hungary. Results from hierarchical regression analyses showed that, after accounting for age and SES, preschoolers' frequency of pretend play and their parents' play support beliefs were found to be small to medium-sized predictors of inhibitory control skills in both samples. However, children's frequency of having breakfast at home was another significant predictor in the Ethiopian sample only. The frequency of participation in arts and crafts and other fine-motor activities were found to be important predictors of preschoolers' visual-spatial working memory skills in the Ethiopian and the Hungarian samples, respectively. We also found that, after controlling for SES, parental play support was an important factor associated with preschoolers' shifting skills only in the Hungarian sample. Based on the findings, we made important conclusions.

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

“…These rapid changes that occur in EF during the preschool years make it difficult to determine the structure and organization of EF at this stage of life ( Scionti et al, 2020 ), which justifies the existence of different models in the literature about the processes that make up children’s EF ( Stalnacke et al, 2019 ). While there is consensus about the multidomain structure of EF in adulthood, the structure of EF in childhood is still an open question ( Metaferia et al, 2021 ). Different studies have found empirical evidence both in favor of a one-dimensional model and of multidimensional models formed by two factors/functions or even three, which nature varies according to studies ( Miyake and Friedman, 2012 ; Diamond, 2013 ; Stalnacke et al, 2019 ; Hartung et al, 2020 ; Scionti et al, 2020 ).…”

Optimization of Ideological and Political Education Strategies in Colleges and Universities Based on Deep Learning

“…Because of regional and national differences, ideological and political education vary greatly from one region or country to the next [ 21 ]. When it comes to education in the United States, students are encouraged to cultivate their own ideals and virtues while also obtaining a well-rounded education that includes civics, life skills, and the study of religion [ 22 ]. It is important for schools in the United States to emphasise the importance of ideological and political education.…”

Non-specialist delivery of the WHO Caregiver Skills Training Programme for children with developmental disabilities: Stakeholder perspectives about acceptability and feasibility in rural Ethiopia

“…A more fundamental challenge was the culturally alien concept of a caregiver playing with the child. In Ethiopia, play between parent and child is uncommon and not typically thought of as an opportunity for parent–child interaction or learning ( Metaferia et al, 2021 ). However, parents spend time with their children in household activities such as feeding and bathing, and these activities (also included in the CST) come more naturally to Ethiopian parents than the play activities.…”