Abstract
It is known that the formation of executive functions (EF), which exert control over cognitive processes and behavior is crucial for children’s cognitive development and social adaptation. It has been shown that the efficiency of EF during the preschool period is a predictor of academic performance in primary and secondary school. However, it is still unknown to what extent the age and individual characteristics of EF during the preschool period determine children’s potential school readiness and success in mastering preschool educational programs. To address this issue, we conducted a comparative study using qualitative and quantitative neuropsychological tests. Children aged 5—6 (n=132, M=5.67±0.46 years) and 6—7 years (n=163, M=6.67±0.37 years) participated in the study. According to teachers’ estimates, both groups were subdivided into three subgroups of participants with low, medium and high school readiness. The statistical analysis showed that such cognitive functions as programming, selective regulation and control of behavior, working memory, inhibitory control, cognitive flexibility and sustained attention were developed significantly (ps<0.05-0.001) better in children with a high level of school readiness (compared to children with low and medium levels of school readiness).
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