Ranking of Activities in the Zambian Early Childhood Education Syllabus by Executive Function Stimulation Potential

The study assessed the executive function stimulation potential of activities contained in the redesigned Zambian Early Childhood Education Syllabus and ranked them according to their capacity to promote executive function skills among preschool learners in Lusaka Province, Zambia. The purpose of the study was to categorize and rank activities in the Zambian ECE syllabus across the 9 executive function sub domains based on their stimulation potential to overall executive function outcomes. A total sample of 414 participants was recruited in the study. The study employed a mixed-methods approach, specifically utilizing an embedded research design. Data were collected using interview guides, EF was objectively measured using a Standardized Neuropsychological Testing Battery with a precision reliability coefficient of 0.80 (Kabundula, 2022), The Kaufman Pattern Reasoning Test was administered to assess general intelligence as a potential confounding variable, while a Biographical Data Form was used to measure socioeconomic status. The internal consistency of the confounding measures was established using Cronbach's alpha (α = .85). The study found that the treatment and control groups demonstrated baseline equivalence across all three core executive function skills (all p > .05), establishing comparable starting points. Post-intervention analysis revealed statistically significant improvements in the mean scores for the treatment group across the core executive function skills, working memory (M = 0.368 vs. 0.233, p < .001, d = 0.612), inhibitory control (M = 0.484 vs. 0.352, p < .001, d = 0.474) and cognitive flexibility (M = 0.394 vs. 0.272, p = .007, d = 0.335), demonstrating substantial intervention efficacy with large to medium effect sizes. Analysis of the redesigned Zambian Early Childhood Education syllabus revealed triad levels of executive function stimulation potential across different activity categories. Activities targeting the core executive function skills emerged as the strongest predictors of executive function. Among these, Working Memory activities were the most significant predictor of EF (β = .95, r² = .47, p < .001), followed by Inhibitory Control activities (β = .93, r² = .42, p < .001) and Cognitive Flexibility activities (β = .90, r² = .34, p = .004). The second level category demonstrated moderate EF stimulation potential and included Plan and Organize (β = .88, r² = .29, p = .009), Emotional Control (β = .85, r² = .23, p = .008), Initiate (β = .82, r² = .17, p = .030), Task Monitor (β = .79, r² = .13, p = .040), and Self-Monitor (β = .75, r² = .10, p = .040). Organization of Materials activities fell in the third level and exhibited the lowest and non-significant EF predictive stimulation potential (β = .70, r² = .04, p = .154). The findings suggest that activities targeting core executive function skills, particularly Working Memory, Inhibitory Control and Cognitive Flexibility, should be prioritized by education stakeholders in the implementation of the redesigned ECE syllabus, as they demonstrated the greatest potential for enhancing executive function development among preschool learners in Zambia. The study further, recommends that curriculum specialists, in collaboration with relevant education authorities in Zambia, should formally adopt and oversee the implementation of this re-designed Zambian Early Childhood Education syllabus in public preschools.