Abstract

Aim: This study explores the interventions used by preschool teachers to develop executive functions in preschoolers with attention difficulties. It aims to provide a comprehensive understanding of effective interventions for fostering executive function development, as viewed from the perspectives of preschool teachers. Materials and Methods: A qualitative study was conducted through semi-structured interviews with thirty preschool teachers. Thematic analysis was employed to examine the interventions proposed by teachers for enhancing executive functions in preschoolers with concentration difficulties. The results were subsequently discussed in relation to the existing literature. Results: The results indicate that motor games and interest-driven activities are the most effective in developing executive functions in children with attention difficulties. Teachers suggested that successful interventions often incorporate rhythm and movement, aligning with children’s interests. Conclusions: Early and effective interventions aimed at developing executive functions in preschoolers at risk of ADHD can delay the onset of symptoms and enhance academic success. Teachers emphasise that motor games and activities based on children’s interests are key strategies for improving concentration and self-regulation; however, further research is required to validate these findings.