Executive functions in understanding certain disabilities within an African context
Cognitive and social functioning are important aspects of the development of all children. In the transition from one stage of development to another, children are expected to master related skills. There is sufficient literature depicting that children with learning disabilities often experience ch...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-05-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1022453/full |
| _version_ | 1797829279686328320 |
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| author | Mfundo Mandla Masuku Mbongeni Shadrack Sithole Zinhle Mthembu |
| author_facet | Mfundo Mandla Masuku Mbongeni Shadrack Sithole Zinhle Mthembu |
| author_sort | Mfundo Mandla Masuku |
| collection | DOAJ |
| description | Cognitive and social functioning are important aspects of the development of all children. In the transition from one stage of development to another, children are expected to master related skills. There is sufficient literature depicting that children with learning disabilities often experience challenges in a range of executive functions, which are necessary for the successful negotiation of their educational and life-related tasks. As a result, they may require appropriate intervention measures to enable them to address possible limitations. This paper examines the cognitive and social skills deficits that impact on the planning and decision-making outcomes of children with disabilities, using an Afrocentric approach. The Afrocentric paradigm is central in studying and understanding African experiences from an African perspective. Afrocentricity is used as an alternative knowledge system, which places the needs of Africans at the center of focus. In contrast to Eurocentric tendencies, the holistic being, in the African context, is understood and constituted as body, mind, and spirit. While there is sufficient Western literature acknowledging similar holistic views, and biopsychosocial and spiritual dimensions, this paper points out on the lack of emphasis on the latter dimension. The paper concludes that without providing relevant interventions on learner executive functions, the impairment of cognitive and social functioning is likely to continue. |
| first_indexed | 2024-04-09T13:17:59Z |
| format | Article |
| id | doaj.art-80c33427199a4c8bb3c277a5f2bb70cd |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-09T13:17:59Z |
| publishDate | 2023-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-80c33427199a4c8bb3c277a5f2bb70cd2023-05-11T14:24:37ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-05-01810.3389/feduc.2023.10224531022453Executive functions in understanding certain disabilities within an African contextMfundo Mandla Masuku0Mbongeni Shadrack Sithole1Zinhle Mthembu2School of Built Environment and Development Studies, University of KwaZulu-Natal, Durban, South AfricaSchool of Applied and Human Sciences, Department of Social Work, University of KwaZulu-Natal, Durban, South AfricaFaculty of Humanities and Social Sciences, Department of Development Studies, University of Zululand, KwaDlangezwa, South AfricaCognitive and social functioning are important aspects of the development of all children. In the transition from one stage of development to another, children are expected to master related skills. There is sufficient literature depicting that children with learning disabilities often experience challenges in a range of executive functions, which are necessary for the successful negotiation of their educational and life-related tasks. As a result, they may require appropriate intervention measures to enable them to address possible limitations. This paper examines the cognitive and social skills deficits that impact on the planning and decision-making outcomes of children with disabilities, using an Afrocentric approach. The Afrocentric paradigm is central in studying and understanding African experiences from an African perspective. Afrocentricity is used as an alternative knowledge system, which places the needs of Africans at the center of focus. In contrast to Eurocentric tendencies, the holistic being, in the African context, is understood and constituted as body, mind, and spirit. While there is sufficient Western literature acknowledging similar holistic views, and biopsychosocial and spiritual dimensions, this paper points out on the lack of emphasis on the latter dimension. The paper concludes that without providing relevant interventions on learner executive functions, the impairment of cognitive and social functioning is likely to continue.https://www.frontiersin.org/articles/10.3389/feduc.2023.1022453/fullAfrocentric perspectiveexecutive functionsgoal-directed behaviorculturecommunitarian |
| spellingShingle | Mfundo Mandla Masuku Mbongeni Shadrack Sithole Zinhle Mthembu Executive functions in understanding certain disabilities within an African context Frontiers in Education Afrocentric perspective executive functions goal-directed behavior culture communitarian |
| title | Executive functions in understanding certain disabilities within an African context |
| title_full | Executive functions in understanding certain disabilities within an African context |
| title_fullStr | Executive functions in understanding certain disabilities within an African context |
| title_full_unstemmed | Executive functions in understanding certain disabilities within an African context |
| title_short | Executive functions in understanding certain disabilities within an African context |
| title_sort | executive functions in understanding certain disabilities within an african context |
| topic | Afrocentric perspective executive functions goal-directed behavior culture communitarian |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1022453/full |
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