Krystal Starke (Learning and Instruction)
Zoom Link: https://buffalo.zoom.us/j/96782179683?pwd=eGUvdWhnU05GYUptMG9aRGJCT2hCZz09starke-poster
Download: starke-poster.pdf
Abstract
Technology use with young children is undoubtedly a point of controversy. It is important to ensure that teachers minimize screen time for young children in the classroom, yet overburdensome teacher workloads in early childhood also pose concern (Schaack, Le, & Stedron, 2020; Kim, 2016). Many states now require evidence-based assessment in preschool, with the predominant naturalistic assessments requiring much teacher time for each student, as well as additional time scoring and translating results into classroom support models (Division for Early Childhood of the Council of Exceptional Children, 2014).
The current project piloted a gamified, child-directed tablet assessment of executive functioning in early childhood. Executive functioning (EF) is a kindergarten-readiness skill that encompasses children’s attention, self-control, and working memory. Based on the widely used global EF measure, Head-Toes-Knees-Shoulders Revised (HTKS-R), the author team translated the assessment into a mostly child-led tablet version called HTKS-Kids that can be given at preschool with minimal teacher facilitation (Cameron Ponitz et al., 2008; McClelland et al., 2021). The traditional HTKS-R task requires researchers to train children to say and then do the opposite, by responding with a gross motor movement, such as touch their head, when told to touch their toes. HTKS-Kids trains children similarly, but children respond by tapping a panda bear on the screen.
Ten preschool teachers from three upstate New York programs serving low-income communities gave HTKS-Kids to a total of 78 children. Using inductive and thematic coding of focus group discussions about their experiences using the game, this exploratory study suggests that HTKS-Kids could be a feasible way to decrease teacher assessment burden, while also offering new insight into individual differences of children’s EF. Specifically, teachers were surprised by some children’s performance based on their expectations. Findings suggested that preschool teachers may lack the lens that EF is a set of skills on a developmental continuum, rather than an isolated achievement. Teachers may also conflate EF with other skills, such as language development, intelligence, or compliance. For example, one teacher shared, “It didn’t matter how smart they were when it came to the directions switching,” and another reflected, “I think it just depended also on their academic prowess, like if they were able to do it cognitively or not.” Broader implications for these findings are two-fold: (1) Preschool teachers may benefit from the unique information provided by tablet-based assessments to guide instruction and support of students; (2) Increased awareness and education about EF would allow preschool teachers to better support this kindergarten-readiness skill.