English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

One of the more prominent early childhood interventions focused on the development of executive function (EF) skills is Tools of the Mind ( Tools ;  Bodrova and Leong, 2019 ). Intervention studies comparing  Tools  classrooms with control classrooms, however, reveal inconsistent findings for children’s EF outcomes. The current study utilizes Head Start CARES teachers assigned to the Tools of the Mind enhancement intervention  (Tools ;  N  = 75) and the children in their classrooms  (N  = 738). Relations between teachers’ characteristics (i.e., teaching experience, psychological well-being, and educational background), training attendance and implementation (i.e., coach rated fidelity and observed scaffolding), and the interaction among these factors were examined as predictors of classroom-level gains in EF. Results revealed several significant moderation effects indicating that  Tools  implementation is related to classroom EF gains for some but not all teachers.

Intervention Implementation of Tools of the Mind for Preschool Children’s Executive Functioning