The The Effectiveness of Storytelling to Enhance the Development of the Executive Function (EF) in Preschool-Aged Children: A Meta-Analysis
Keywords:
Executive Function, EF, Preschool-Aged Children, StorytellingAbstract
The aim of this meta-analysis research was to evaluate the effectiveness of storytelling on the development of preschool-aged children's executive function (EF). Many studies, published between 2011 and 2021, were reviewed. And so were deriving research from electronic databases: PubMed, CINAHL, Scopus, ScienceDirect, Clinical key, Thai Jo, Thai list, and manual queries. The tools used included: 1) Prisma gridline, 2) inclusion & exclusion criteria (PICO), 3) Critical Appraisal Checklist, 4) JBI data extraction tool, and 5) software for meta-analysis. Accordingly, with the data extraction and critical appraisal of research, two researchers worked independently from each other, prior to discussing the conclusions. Inconclusive data were assessed by a third researcher, for a critical appraisal of evidence, using the concept of meta-analysis from the Joanna Briggs Institute (JBI SUMARI software), notably by using the standardized mean difference.
All research reports were quantitative research (n=8). The key point of this study was storytelling which provided a passionate and productive experience in improving the brain skills of preschoolers. Results consisted of three forms:
1. assessment patterns based on observations of children's behavior while they are active (odds ratio of 0.76; 95%; confidence Interval (CI) between 0.44-1.07; P< 0.00001),
2. assessment models from parents’ or class teachers’ inquiries divided into two main areas: a) assessing brain skills development in administrative thinking (Odd ratio 1.42; 95% Confidence Interval (CI) 0.99-1.86; P<0.00001 and b) assessing brain impairment (odds ratio of 1.80 (95%), and confidence interval (CI) between 2.32-1.28 (P<0.00001), and finally,
3. brain evaluation models with brain wave evaluation. The overall conclusion of this study found that the storytelling process is characterized by the fact that there is two-way communication between the narrators and the listeners, the insertion of good morals, and, the duration of the activity ranges from 5 to 24 weeks.
This research can be used to encourage children to listen to stories that reinforce executive thinking. Each narrative should have a sequence of steps, stimulating learning and motivating using devices that interest the child.
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