Executive Functions of Intervention, Mindful Yoga, and Parent Support on Children Education

Background Paper
Name
Institution
Preschool Intervention
The research titled "preschool intervention can promote sustained growth in the executive functions skills of children exhibiting early deficits," primarily aims at examining the implications of the Head Start research-based developmentally informed (REDI) preschool intervention on children's executive function skills. The research involved observing a sample of 356 four-year-old children from preschool through to preschool (Sasser, Bierman, Heinrichs & Nix, 2017). Moreover, the intervention was also dependent on teacher-student interaction. REDI program involved illustrative approaches to learning and primarily targeted enhancement of socio-emotional and language-emergent literacy skills. Furthermore, in the introduction, the researchers establish that poverty among children contributes to delayed executive functions.
Stratification was predominantly used to sample the children accordingly. Furthermore, the sampling method took into account several characteristics such as race, children's family backgrounds, nature of parenting, and education level among parents. Out of 356 children, 17% were of Hispanic origin, 58% European Americans, and 25% African Americans. The analysis of data Incorporated the maximum likelihood estimate to reduce marginal era due to missing data. Information about each child's family was obtained from the parents, and records were taken regarding behavior and attention. Moreover, an assessment was conducted before and after the intervention during the preschool year. Also, an annual evaluation of the executive function skills of children was undertaken.
The study attributed harsh environmental conditions to cases of poor response of the children to the preschool intervention. Moreover, poverty was identified as a significant factor that impeded the expected results in some children. 16% of the children fell under the high EF group,58% under the moderate-EF, while 26% fell under the low EF group. Factors such as socioeconomic status and child IQ contributed to the variations. The results of the study indicate that most children would respond to preschool interventions. The study applies to the parent question since it addresses solutions to attaining executive function among children. For a child who has trouble paying attention in class and lacks control of his actions, the preschool intervention will improve the inhibitory control and the child's attention shifting abilities.
Mindful Yoga
The study titled “Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga” focused on evaluating the effects of mindful-based yoga intervention in improving self-regulation among preschool children (Razza, Bergen-Cico & Raymond, 2015). The intervention included 29 children between the age of 3-5 who were observed within one year. Furthermore, the sample was divided into treatment and control groups. The teachers played a significant role in the implementation of the intervention among the treatment group. Moreover, parents provided a report on self-regulation indicators such as control of emotions, behavior, attention, and other aspects of executive function and effortful control. In the introduction, the researchers ack...