THE EFFECT OF STORYTELLING ON THE ENHANCEMENT OF EXECUTIVE FUNCTIONS IN YEAR 1 CHILDREN: A QUALITATIVE ANALYSIS BASED ON TEACHER PERCEPTIONS

Executive functions (EF), encompassing core cognitive skills such as inhibitory control, working memory, and cognitive flexibility, are critical to children's learning and development. While storytelling is a widely used pedagogical intervention, teachers' perceptions of its direct impact on EF are not well-documented in the literature. This study aimed to explore in depth the perceptions of teachers regarding the role of storytelling in enhancing the EF of Year 1 children. A qualitative case study design was employed, with data collected through in-depth interviews with 7 teachers directly involved in classroom storytelling activities. Thematic analysis was used to identify key findings. The results reveal that teachers consistently observed significant improvements in three core components of EF: inhibitory control, working memory, and cognitive flexibility. Additionally, the findings highlight storytelling’s vital role as a catalyst for students' socio-emotional skills, which are perceived to be deeply intertwined with EF development. In conclusion, storytelling is a practical and effective intervention for fostering children's FE. This study contributes rich qualitative evidence that complements existing quantitative research and recommends the strategic integration of storytelling into the early childhood curriculum to support students' holistic development.