Executive Function and Self-Regulation Development in Preschoolers at Pandan Elementary School Through Structured Routine-Based Learning

Executive function and self-regulation are foundational cognitive processes that significantly influence early academic success and long-term educational outcomes. This action research examined the effectiveness of Structured Routine-Based Learning (SRBL) in enhancing executive function and self-regulation among 51 preschoolers at Pandan Elementary School, Ligao West District, Schools Division of Ligao City. Using a quasi-experimental one-group pretest–posttest design, the study implemented an eight-week intervention integrating visual schedules, structured transitions, task sequencing scaffolds, and self-monitoring supports into daily preschool instruction. Data were analyzed using descriptive statistics, paired sample t-test, and Cohen’s d effect size. Results revealed statistically significant improvements across executive function domains, with moderate to strong effect sizes, indicating meaningful educational impact. The findings suggest that structured classroom routines serve as effective external regulatory frameworks that support the development of internal self-regulation mechanisms in early childhood learners.