Towards evidence-based practices in early childhood education: supporting executive functions of children from different socioeconomic backgrounds.

Deficits in executive functions (EF) at a young age negatively impact school success and predict future behavioral problems. With EF being highly influenced by classroom quality, the focus on supporting EF in the preschool classroom has been on the rise. This specifically, in the context of supporting children from low socioeconomic status (SES) backgrounds. Our project aims to research a classroom EF intervention in the Flemish early childhood education. Firstly, we will determine the theoretical foundations, and look at the effects of the intervention on both children (EF and adjustment) and teacher (EF supporting behaviors) outcomes through a cluster RCT across schools in a low SES student population, with attention for the implementation quality. However, current literature indicates that teacher-child relationships (TCR) play an important role in the effectiveness of classroom interventions delivered by teachers. Albeit research being scarce, the latest studies suggest that low EF children have poorer TCR, and that these may hinder the effectiveness of interventions delivered by teachers. Therefore, we also aim to obtain an in-depth description of TCR with low EF children using questionnaires and interviews with teachers. Furthermore, we will examine the moderating role of the TCR in limiting/facilitating the intervention effects. Via this project we hope to improve Flanders’ preschool education.