Abstract

Executive Function (EF) is crucial for early childhood development, supporting cognitive abilities and self-regulation. However, many early childhood educators lack the necessary training to foster EF skills in the classroom. This study aims to evaluate the impact of a training curriculum designed to enhance early childhood educators’ competencies in organizing learning experiences that promote EF development. A mixed-methods research design was employed, incorporating both quantitative and qualitative data. The training curriculum included 24 hours of theoretical instruction over four days, followed by five days of supervised implementation, during which researchers observed classrooms and engaged teachers in reflective discussions. Moreover, the study targeted 10 kindergarten teachers from levels 1–3 at Wat Srijan School in Khon Kaen province, selected through purposive sampling based on their regular involvement in teaching kindergarten classes and willingness to participate in professional development training. The school was chosen for its initiative to become a model private institution in enhancing children’s brain development and life skills. The study utilized four primary instruments: cognitive achievement tests, lesson-planning assessments, teaching practice evaluations, and teacher satisfaction surveys. Quantitative results showed significant cognitive improvement with all participants exceeding the 80% passing threshold, achieving a 100% success rate. Lesson-planning assessments showed high scores across all components, particularly in defining learning outcomes and instructional objectives. Competency evaluations indicated strong teaching preparation, instructional techniques, and effective use of teaching aids. Qualitative results revealed three key themes: (1) empowerment through teacher training, (2) impact of classroom management techniques, and (3) practical application in the classroom. Furthermore, the participants provided positive feedback on the training’s relevance and effectiveness, valuing the blend of theoretical knowledge and practical application, which boosted their confidence in implementing EF strategies. This study’s contribution lies in its integrated approach, combining structured training with hands-on classroom application to support the sustainable development of EF practices in early childhood education.

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