The CRA Bajo Gállego has developed a pioneering project focused on strengthening executive functions in preschool children, aiming to improve their attention, working memory, self-regulation, and autonomy. The initiative, led by educator Carolina Calvo García, combines manipulative activities, games, and screen-free computational thinking, promoting playful, meaningful learning tailored to the diversity of a multi-level rural classroom.
The project was implemented in a classroom in Ontinar de Salz, a context where children of different ages coexist, allowing each student to progress at their own pace while developing social, cognitive, and emotional skills. Notable strategies include the so-called “calm entries,” inspired by Montessori, which help prepare students emotionally and cognitively at the start of the day.
The involvement of the educational community has been essential. Families actively participated, and the municipal library collaborated in creating the Bibliogalaxia, a creative space where children could enjoy reading and exploration. Additionally, the use of a learning journal allowed students to reflect on their progress and facilitated the personalization of activities according to each child’s needs.
In this dialogue, Carolina Calvo shares some details of this project, recognized with the 2nd Prize in the Preschool Education category at the 2024 National Awards for Inspiring Educational Experiences. Besides the awards, it has achieved significant results, with visible improvements in the attention, autonomy, collaboration, and logical thinking of the students.
To begin, tell us about this project and what motivated the creation of this plan focused on strengthening executive functions in preschool education.
“This project arises from the necessity to support children in fundamental pillars of preschool education, such as the development of their autonomy, concentration capacity, and self-regulation. For several years, I have been training in executive functions after learning about them during a master’s program on special educational needs, and at that moment, I realized they are the foundation of learning and coexistence in the classroom. Therefore, I wanted to translate all that theory into practical, vibrant proposals in the classroom, integrating them in a playful and meaningful way for the students.”
Why did you decide to implement it in a multi-level rural classroom?
“For me, a multi-level rural classroom is a privileged context, because children of different ages coexist there creating a beautiful atmosphere of mutual help, peer learning, and, above all, respect for each individual’s pace. I believe that this type of grouping becomes a wonderful opportunity for both them and me as a teacher.”
What were the main objectives of the project, and how do they relate to the key competencies of students at this stage?
“On one hand, I had objectives linked to executive functions, which are to improve attention, working memory, and self-regulation; on the other hand, they were linked to the preschool education curriculum: fostering autonomy, creativity, collaboration—areas to which I give great importance in the classroom on a daily basis.”
The project combines manipulative activities, games, and screen-free computational thinking. How did you design these activities and what criteria did you follow to select the materials?
“We followed three basic criteria. The first was accessibility, which is fundamental for me, especially for inclusion principles. Then, they had to be made with everyday, economical materials; many of the proposals and games were designed with cardboard. They also needed to be versatile and adaptable to different ages; when you are in a multi-level classroom, this is essential.”
“And, of course, they needed to connect with the children’s real life. Once I had that foundation, I designed different game proposals: blocks, sequences, mazes,
