IJOESS Year: 9, Vol:9, Issue: 32 JUNE 2018 1224 Tuncer, N. and AvĐı, N. (2018). The Classroom Strategies Promoting the Developent of Preschoolerrs' Executive Functions (A Qualitative Analysis), International Journal of Eurasia Social Sciences, Vol: 9, Issue: 32, pp. (1224-1283). Research Article CLASSROOM STRATEGIES PROMOTING THE DEVELOPMENT OF PRESCHOOLERS’ EXECUTIVE FUNCTIONS (A QUALITATIVE ANALYSIS) Nuran TUNCER Lecturer., PhD., Gaziosmanpasa University Tokat Vocational School Department of Child Development, nurantuncer72@gmail.com ORCID Number: 0000-0002-8748-5084 Neslihan AVCI Prof. Dr., Gazi University Faculty of Education Early Childhood Education, navcister@gmail.com ORCID Number:0000-0001-7988-3923 Received: 30.11.2017 Accepted: 20.06.2018 ABSTRACT Aim of the present study was to deteƌŵiŶe pƌesĐhool teaĐheƌs’ haďits ĐoŶĐeƌŶiŶg the use of classroom strategies promoting preschool children’s executive functions. The participants of the study were 43 private and state preschool teachers from Tokat province whose ages ranged from 23 to 46. A semi-structured interview form was developed and used by the researchers in order to collect data. The data was analyzed and interpreted using content analysis methodology. Throughout the study how the preschool teachers defined the executive functions and what strategies they used to promote the skills within this context were questioned and investigated. AĐĐoƌdiŶg to the fiŶdiŶgs, teaĐheƌs did Ŷot deǀelop eŶough aǁaƌeŶess foƌ the edžeĐutiǀe fuŶĐtioŶs ĐoŶĐept ďefoƌe aŶd/oƌ theLJ di d not hear about it. However, they were using both cognitive and behavioral strategies to improve following four themes: a) self-control and self- regulation, b) task initiation, determination and time management, c) effective and simultaneous use of metacognitive processes and d) working memory/active memory without knowing how they contributed to executive functions of the children. Keywords: Executive function, preschool education, classroom strategy.