EXPLORING PARENTS’ AND TEACHERS’ PERSPECTIVES ON EXECUTIVE FUNCTION OF SCHOOL-AGED CHILDREN IN THAILAND: A QUALITATIVE STUDY

Abstract

Objective: To explore the perspectives of teachers and parents regarding executive function (EF) skills in school-aged children in Thailand.
Materials and Methods: A qualitative phenomenological design was employed with five parents of school-aged children and five teachers of school-aged children. Data were collected through video call interviews conducted via Webex and analyzed using thematic analysis.
Results: The study involved a total of ten participants, consisting of five parents and five teachers. The majority of participants were female (90%). The average age of the parents was 43.4 years, while the teachers had an average age of 44.4 years. Based on in-depth interviews and subsequent data analysis, five main themes emerged: 1) executive function skills are essential self-management abilities that significantly influence the performance of daily life activities; 2) promotion through hands-on engagement positively contributes to the development of executive function skills; 3) activities that involve collaboration with others enhance the development of executive function skills; 4) child-rearing can serve as both a facilitator and a barrier to the development of executive function skills; and 5) educational systems and curriculum structures act as barriers to the promotion of executive function skills.
Conclusion: Parents’ and teachers’ perspectives highlight the significance of executive function skills in children’s daily lives and development. Limited educational support and insufficient understanding may hinder effective promotion, underscoring the need for accurate public awareness.