Abstract

Executive function (EF) development remains a significant challenge in early childhood settings, as instructional practices often prioritize content acquisition over the systematic cultivation of cognitive and self-regulatory processes necessary for effective learning. Moreover, existing approaches rarely provide a structured instructional framework for embedding EF development within everyday classroom practices, particularly in early childhood contexts. This study aimed to develop and validate a Constructivist Learning Environment (CLE) Model to enhance EFs among kindergarten learners. Grounded in cognitive constructivism, social constructivism, and information processing theory, the model structures learning through problem-based tasks, collaborative activities, scaffolding, and coaching to support working memory, inhibitory control, cognitive flexibility, emotional control, and planning and organizing. A design and development research approach was employed in two phases: Phase 1 involved model design and expert evaluation to establish validity, theoretical coherence, and instructional quality, while Phase 2 examined its implementation with 40 kindergarten learners in a Thai elementary school. Data were collected through expert evaluation forms, EF performance tasks, and pre- and post-achievement tests. The findings revealed significant improvements in learners’ mean EF scores from pre-test (M = 45.88) to post-test (M = 61.88) and in academic achievement from pre-test (M = 7.40) to post-test (M = 11.35), with statistically significant differences observed (p < .05). A strong positive relationship between EF and achievement was observed (R² = 0.826), with working memory demonstrating the strongest association with academic achievement among the EF components, indicating the critical role of executive processes in learning. These results demonstrate that the CLE Model provides an empirically grounded framework for embedding EF development within authentic early childhood classroom contexts.

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