Abstract
Cognitive functions which are the main step of development and learning, are considered as a significant predictor of cognitive development in early childhood period. Cognitive functions are the pre-requisites needed for the acquiring thinking, learning and behavioral functions. Inadequate cognitive functions mostly result in low cognitive performance. The current study aims to evaluate cognitive functions of children continuing to pre-school educational institutions as well as identify the factors that may potentially affect. The study group consisted of 100 children aged 48-60 months and were studying at pre-schools. Children were randomly selected among the population that met the criteria from the randomly chosen pre-schools located in the central districts of Ankara, Turkey. “Application of Cognitive Functions Scale” was implemented to evaluate children’s cognitive functions. Turkey validity and reliability was done by Yavuz and Zembat (2017). As the scale has a dynamic assessment structure, a pre-test and a post-test score is gathered for each child. Cognitive functions are shaped by the uniqueness of each child. The results of the study showed a significant outcome in favor of the female students in terms of cognitive functions, the duration of pre-school education has an impact on cognitive skills and adult support makes a difference between children’s pre-test and post-test scores
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