The effect of early childhood education targeting children from socio-economically disadvantaged families on children's executive functioning skills, cognitive and socio-emotional development

This study aimed to longitudinally examine the effect of preschool education services provided to children from socio-economically disadvantaged families on the development of children's executive function skills and cognitive and social-emotional skills. In the study, survey model, one of the quantitative data collection methods, was used. The research data were obtained not directly from the children, but through the observations of parents, teachers and the researcher. At the beginning of the study, the "Demographic Information Form" prepared to determine the socioeconomic income levels of the families was filled in by the parents. The "Cognitive and Socio-Emotional Development Scale" among the Data Collection Tools was developed by the researcher based on the "Outcomes and Indicators for 36-72 month old children in the Preschool Education Programme" published by the Ministry of National Education in 2013. With this measure, it is aimed to determine children's cognitive and socio-emotional development and acquisitions. Within the scope of the research, "Childhood Executive Functions Inventory Turkish Form for 48-72-month-old children" was completed by teachers and 'Childhood Executive Functions Inventory Parent Form' was completed by parents. With these two scales, children's executive functions, cognitive processes such as planning, attention control, working memory, flexibility and behavior inhibition were assessed. All scales were completed for 161 children at three different time points (beginning, middle and end of the term) during the academic year. The data obtained were analyzed using analysis of variance for mixed designs and the developmental trends of the children during the academic year were examined. The results of the study showed that teachers' and parents' views did not coincide. The data collected from teachers regarding children's cognitive, socio-emotional and executive functioning skills revealed that children showed development in all three areas. Although a linear increase was observed in the measurements provided by the parents over time, this development was not statistically significant. According to the teachers' opinions, it was observed that the development observed in the areas of cognitive, socio-emotional and executive functioning was independent of the gender and socio-economic status of the children. Only in the area of cognitive development, older children were found to benefit more. The findings of this study show that preschool education services provided to socio-economically disadvantaged children are effective on children's cognitive and socio-emotional development and executive functioning skills. Keywords: Preschool education, socio-economic disadvantages, cognitive development, socio-emotional development and executive functions