Executive Function In Early Childhood Research Articles

Association between the use of digital media and executive functions in early childhood

This study aims to investigate the associations between the use of digital media and the executive functions of children in early childhood. Employing a descriptive-exploratory cross-sectional design, quantitative data analysis was conducted through an online survey. Data were collected using a Socioeconomic Questionnaire, the Child Executive Functioning Inventory, and a Media Use Questionnaire. A total of 58 parents, representing both genders, participated in the study, and their children were aged between 3 and 5 years old. Our findings reveal that parents primarily permit the use of digital media for everyday tasks. Notably, children who used digital media the most in their daily activities exhibited poorer performance on the Children's Executive Functioning Inventory. The data expands our understanding of media usage, its impact, and its repercussions on child development, daily life, and family interaction.

The trajectory of maternal perinatal depressive symptoms predicts executive function in early childhood.

Perinatal maternal depression may affect fetal neurodevelopment directly or indirectly via exposures such as smoking, alcohol, or antidepressant use. The relative contribution of these risk factors on child executive function (EF) has not been explored systematically. A prospective pregnancy cohort of 197 women and their children was studied to determine whether maternal depression diagnosis and the trajectory of maternal depressive symptoms (MDSs) from early pregnancy to 12 months postpartum predicts child EF at age 4 (measured using the preschool age psychiatric assessment, NEPSY-II, and Shape School task) using latent growth curve modeling. Indirect effects of smoking, alcohol, and antidepressant use were also formally tested. Increasing maternal perinatal depressive symptoms over time predicted more inattentive symptoms, poorer switching, and motor inhibition, but not cognitive inhibition. When adjusted for multiple comparison, and after accounting for maternal cognition and education, the association with child inattentive symptoms remained significant. However, diagnosed depression did not predict child EF outcomes. Prenatal exposure to smoking, alcohol, and antidepressants also did not mediate pathways from depressive symptoms to EF outcomes. Our findings were limited by sample size and statistical power to detect outcome effects of smaller effect size. This study suggests that increasing MDSs over the perinatal period is associated with poorer EF outcomes in children at age 4 - independent of prenatal smoking, drinking, or antidepressant use. Depressive chronicity, severity, and postpartum influences may play crucial roles in determining childhood outcomes of EF.

Degree of bilingualism and executive function in early childhood

Abstract This study explores the relationship between executive functioning (EF) and degree of bilingualism in a sample (N = 79) of 5- to 7-year-old monolingual and bilingual children. The bilingual group included children who are fully fluent in two languages (balanced bilinguals) and children who are still learning their second language (dual-language learners (DLLs). In general, findings revealed mixed associations between bilingualism and EF. There were no language group differences for one type of simple inhibitory control (i.e., go or no-go task). However, a bilingual advantage was demonstrated for another type of simple inhibitory control (the Head–Toes–Knees–Shoulders task), for complex inhibitory control (i.e., the Simon effect), and for cognitive flexibility (Dimensional Change Card Sort). Effects were found when DLLs and balanced bilinguals were analyzed separately, and the latter two effects were found when both types of bilinguals were compared to monolinguals. The findings contribute to the growing literature examining a possible bilingual effect in early childhood.

Associations of gross motor skills with self-regulation and executive function in preschool-aged children

This study aimed to examine associations between gross motor skills and executive functions (EF) in a large sample of Australian preschool-aged children. Of 566 children (mean age = 3.2 ± 0.4 years, 51.2% girls), locomotor, object control, and total skill competence were significantly associated with visual spatial working memory and inhibition ( p < 0.05). Total skill competence was associated with shifting and locomotor skills were significantly associated with self-regulation ( p < 0.05). Static balance was significantly associated with inhibition and shifting ( p < 0.05). In boys, an association between object control skills and visual spatial working memory was observed. In girls, an association between static balance and visual spatial working memory, phonological working memory, and shifting was observed. The identification of significant associations between gross motor skills and different EFs is an important contribution to the growing evidence on the relationship between motor skills and EFs in early childhood.

THE INFLUENCE OF PARENTING AND INDEPENDENCE PATTERNS ON THE DEVELOPMENT OF EARLY CHILDHOOD EXECUTIVE FUNCTIONS

Early childhood is the age where children experience very rapid development. Therefore it is important for them to get all the best in order to achieve optimal development. This research was conducted to provide an overview of 1) The effect of parenting style on the development of executive function in early childhood 2) The effect of independence on the development of executive function in early childhood. 3) The effect of parenting and independence on the development of executive functions in early childhood. This research uses quantitative methods. This research was conducted because the effect of parenting and independence on the executive function of group A children in West Java Province had never been investigated. As for the processing and collection of data is done through multi random sampling . The subjects in the study were children aged 4-5 years from the same area with different parenting styles. The research location is a kindergarten in the city of Bekasi - West Java. As a result, parenting and independence have a very important role for the development of executive function early childhood.

Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes

This study examined the effect of nature-based practices on preschoolers’ executive function (EF). The Minnesota Executive Function Scale was administered to 147 children within one school district at the beginning and end of the preschool year. Results suggest incorporating nature-based practices into preschool was effective, as children in preschool classrooms where nature-based practices were used had significantly higher levels of EF at the end of the school year than children in programs where nature-based practices were more minimally used. Preschools that used a blended approach (some incorporation of nature-based practices) were significantly more effective than preschools that had lesser incorporation of nature-based practices. Results also point to the effectiveness of a blended approach for supporting EF in lower SES children. This study contributes to the literature regarding effective practices for supporting EF development and adds to the growing body of research surrounding the impact of nature play on child development and school readiness.

The role of language in the association between theory of mind and executive functioning in early childhood: New longitudinal evidence

This study examined the temporal associations between theory of mind (ToM) and executive function (EF) and the effect of language skills on these associations in the development of young children. Data were collected on three occasions in a longitudinal study of children aged 3-6 years (N = 142). A longitudinal cross-lagged analysis was used to examine the bidirectional effects of ToM and EF and associations with language skills. Results extend previous findings by showing that EF measured at the first observation (average age 56 months) was likely to influence ToM at the second observation (average age 64 months). This effect was not reciprocal. However, the effect between ToM and EF became bidirectional over a six month period from the second to third observation (average age 70 months). In addition, language was found to influence both ToM and EF beyond the directional effect of these constructs on each other.

Questions that Fuel the Mind: Exploring the Associations between Teacher-Child Higher-Level Interaction and Preschoolers’ Development of Executive Functions

ABSTRACT Recent research has provided mixed evidence on the promise of classroom-based interventions for supporting young children’s development of executive functions (EF). To advance intervention efforts, it is necessary to identify specific types of interactions that might support the development of EF in early childhood. Through a correlational design, this study explores the relationship between higher-level, teacher-child interaction in Head Start classrooms and children’s EF. Higher-level interaction was measured using both global and fine-grained approaches. Children completed task-based assessments targeting individual components of EF at the beginning and end of a preschool year. Research Findings: Hierarchical linear modeling revealed that the frequency of teachers’ higher-level questions was significantly associated with a spring composite EF score and spring cognitive flexibility, controlling for fall scores and other covariates. A global measure of higher-level interaction was negatively associated with spring inhibitory control, controlling for fall scores. Neither measure of higher-level interaction was associated with spring working memory. Practice and Policy: This study has methodological implications for the value in measuring teacher-child interaction using more fine-grained approaches in order to reveal important associations with child outcomes. In relation to practice, this study suggests that intervention efforts to support teachers’ use of higher-level interaction strategies may support children’s development of EF.

Longitudinal development of executive function from infancy to late childhood

Executive function (EF) is difficult to measure in young children because of its heterotypic profile and the rapid development that occurs from infancy through late childhood. To examine EF development, we created age-specific latent factors of EF at ages 5 months, 10 months, 24 months, 36 months, 48 months, and 9 years and used structural equation modeling to create an autoregressive model from infancy through late childhood. Although EF remains difficult to measure due to task constraints, toddler EF as measured by these behavioral tasks is a relatively stable predictor of later EF. Understanding this construct and its developmental trajectory is necessary for creating appropriate experimental designs and interventions to address EF in early childhood.

Which play is better? Different play types and development of executive functions in early childhood

ABSTRACT In this study we aimed to compare the contribution of each play type to the development of different EFs components: shifting, working memory (visuospatial and auditory) and inhibition (two aspects of cognitive inhibition and physical inhibition). Following a preliminary examination of EFs was the intervention, which consisted of 14 play sessions for 20–30 min twice a week. Participants (n = 199, 46.7% females), aged from 52 to 69 months (M = 60.79; SD = 4.10) were assigned to one of five experimental groups: three types of role play (free role play; adult-directed play; child-directed play), digital games, games with rules (board games). All the measured EFs significantly increased following the digital games’ intervention. In ‘Games with rules’ and ‘Adult-directed play’ intervention groups, significant changes were registered in 5 (out of 6) measures of EFs. In the ‘Free play’ and ‘Child-directed play’, significant changes were found in 4 measures of EFs. Differential effect of play on EFs components is discussed. These results demonstrate the importance of play for EFs development and given the differential effect of play types, those can be applied based on the children’s needs.

Sleep disturbances moderate the association between effortful control and executive functioning in early childhood

Executive functioning, composed of higher-order cognitive skills, rapidly develops in early childhood and is foundational for school readiness and school-age academic achievement. Identifying constellations of factors that are related to the development of executive functioning may inform interventions that prepare children for academic success. This study examined sleep disturbances as a moderator of the association between effortful control, defined as temperament-based self-regulation, and executive functioning among young children. Multiple regressions controlling for child gender and age and caregiver education tested the study research question. Participants were 54 children (Mage = 4.25 years, SD = 0.98; 56% male, 85% White) and their primary caregivers. Caregivers reported on children’s effortful control and sleep disturbances via questionnaire, and executive functioning was objectively measured using two well-validated assessment tools. Results showed that high effortful control was associated with better performance on both executive functioning tasks for children with few sleep disturbances. Effortful control was not related to executive functioning in the context of high levels of sleep disturbances. Thus, children whose caregivers observed them to have a temperamental predisposition for higher self-regulation as well as fewer sleep disturbances had the highest executive functioning, suggesting that better-quality sleep may enhance the association between high effortful control and children’s executive functioning. Self-regulation and sleep both are responsive to intervention and may be useful targets to improve executive functioning and in turn academic preparedness and success.

Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills.

Although previous work has linked parent autonomy support to the development of children’s executive function (EF) skills, the role of specific autonomy-supportive behaviors has not been thoroughly investigated. We compiled data from four preschool-age samples in the Midwestern United States (N = 366; M age = 44.26 months; 72% non-Hispanic White, 19% Black/African American, 5% Multiracial) to examine three relevant autonomy-supportive behaviors (supporting competence, positive verbalizations, and offering choice) and their associations with child EF. We coded parent autonomy-supportive behaviors from a 10-min interaction between parent and child dyads working on challenging jigsaw puzzles together. Children completed a battery of EF. Overall, child EF was most consistently correlated with the offering choice subscale. Additionally, only the offering choice subscale predicted child EF while controlling for the other autonomy support subscales and child age. These results suggest that parent provision of choice is an especially relevant aspect of autonomy-supportive parenting and may be important to the development of EF in early childhood. Future research should directly measure children’s experience with choice and how it relates to emerging EF.

Theory of mind and executive function in early childhood: A cross-cultural investigation

This cross-cultural study compared family environments and performance on theory of mind (ToM) and executive function (EF) in 236 3- to 6-year-old children in Japan (N = 117, Mage = 5.14, SD =0.82, 56 boys and 61 girls) and the UK (N = 119, Mage = 5.09, SD =0.86, 55 boys and 64 girls). Matched for age, verbal ability, gender, SES, and family structure (family size, solo vs. dual parenting, no sibling, no older sibling vs. older sibling), Japanese children showed worse ToM but better EF performance, although not across all measures or ages. This study used carefully matched samples and is the first direct comparison of children from Japan and the UK to examine both ToM and EF. Findings are discussed in relation to sociocultural factors (especially variation in the nature of SES across countries) and the complexity of the development of mind in diverse cultural contexts.

Exploring the interplay of dopaminergic genotype and parental behavior in relation to executive function in early childhood.

Child genotype is an important biologically based individual difference conferring differential sensitivity to the effect of parental behavior. This study explored dopaminergic polygenic composite × parental behavior interactions in relation to young children's executive function. Participants were 135 36-month-old children and their mothers drawn from a prospective cohort followed longitudinally from pregnancy. A polygenic composite was created based on the number of COMT, DAT1, DRD2, and DRD4 alleles associated with increased reward sensitivity children carried. Maternal negative reactivity and responsiveness were coded during a series of structured mother-child interactions. Executive function was operationalized as self-control and working memory/inhibitory control. Path analysis supported a polygenic composite by negative reactivity interaction for self-control. The nature of the interaction was one of diathesis-stress, such that higher negative reactivity was associated with poorer self-control for children with higher polygenic composite scores. This result suggests that children with a higher number of alleles may be more vulnerable to the negative effect of negative reactivity. Negative reactivity may increase the risk for developing behavior problems in this population via an association with poorer self-control. Due to the small sample size, these initial findings should be treated with caution until they are replicated in a larger independent sample.

Physical literacy & early childhood executive function and language development: Active Early Learning randomised controlled trial

Background: Executive function involves a number of cognitive processes that are integral to the self-regulation of behaviour and developing social and cognitive competence in young children. Physical activity is increasingly recognised as an important determinant of cognitive functioning among older populations but less is known about these relationships in early childhood. In younger populations, it has been suggested that interventions aiming to increase physical activity should focus on children’s physical literacy. Physical literacy can be defined as developing capabilities in the physical, psychological, cognitive and social domains that facilitate and promote an active lifestyle across the life course. The contribution of physical literacy programs to the healthy development of language and executive function during early childhood is yet to be fully investigated. In this randomised controlled trial, we examined the effect of a physical literacy curriculum, delivered in an early learning centre setting on child executive function and language development. Methods: 321 children aged 3-5 years from 16 early learning centres were randomly assigned to the intervention (8 centres; n=169 children) or control group (7 centres, n=152 children). The intervention group received 20 weeks of the physical literacy curriculum, while the control group received usual practice care. Executive function (inhibition [Go/NoGo]; visual spatial working memory [Mr Ant]; shifting [Card Sort]) and expressive vocabulary was assessed using the Early Years Tool Box. Linear mixed effects models were used to determine differences in groups, adjusting for clustering of children within centres. Results: Children receiving the intervention had greater improvements on measures of inhibition (β =1.97, p=.001) and expressive vocabulary (β=0.5, p=.033), compared to control group children. No significant differences were observed for visual-spatial working memory or shifting. Discussion: A physical literacy curriculum that aligns with the Australian Early Years Learning Framework and is fully integrated into early learning centre practices is beneficial in improving aspects of young children’s executive function and language development. These data support the case for greater investment in physical literacy professional development for educators working in early learning centres. Conflict of interest statement: My co-authors and I acknowledge that we have no conflict of interest of relevance to the submission of this abstract.

Response of Prefrontal Cortex to Executive Function Tasks in Early Childhood: An Exploratory Case Study for Childcare

Executive function (EF) development is remarkable in early childhood. EF is an ability that provides a foundation for future success; accordingly, supporting children during their early childhood is crucial. So far, there have been many findings on EF in early childhood based on behavioral observation. This exploratory case study examines the measurement of prefrontal cortex activity during the performance of EF tasks using functional near-infrared spectroscopy (fNIRS). This study aims to explore the following hypothesis. (1) The prefrontal cortex during early childhood becomes more active as a task becomes more difficult. (2) However, brain activity decreases and stabilizes as time progresses. (3) The evaluation can be easily measured with two-channel fNIRS. Experimental results showed that the preschooler and the child in lower elementary school displayed high levels of brain activity in the order of increasing difficulty in terms of behavioral indicators. Moreover, the preschooler showed higher levels of reaction than the child in lower elementary school. This result is useful and will broaden the perspectives of scholars in the fields of psychology, pedagogy, and neuroscience, those involved in child support.

Infant Attentional Behaviors Are Associated with ADHD Symptomatology and Executive Function in Early Childhood

Infant Attentional Behaviors Are Associated with ADHD Symptomatology and Executive Function in Early Childhood

Children's independence Skills Analysis at Low Socioeconomic Environment

Children's independence Skills Analysis at Low Socioeconomic Environment

Joint attention partially mediates the longitudinal relation between attuned caregiving and executive functions for low-income children.

Using data from a large longitudinal sample (N = 1,292) of children and their caregivers in predominantly low-income, nonurban communities, we investigated longitudinal relations between attuned caregiving in infancy, joint attention in toddlerhood, and executive functions in early childhood. The results from path analysis demonstrated that attuned caregiving during infancy predicted more joint attention in toddlerhood, which was in turn associated with better executive function performance in early childhood. Joint attention was a stronger predictor of executive functions for lower-income families. Moreover, joint attention mediated the relation between attuned caregiving and executive functions, and this mediation was amplified for lower-income families. These results highlight joint attention as a key mechanism through which attuned caregiving supports the development of executive functions, particularly for low-income families. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The role of naps in memory and executive functioning in early childhood.

While sleep, including naps, has been shown to benefit many cognitive functions in adults, understanding whether naps are beneficial in early childhood has important translational implications. Here we review recent studies which, collectively, suggest that naps indeed benefit cognition at this age. Specifically, declarative, motor, and emotional memory are better if a nap follows learning. Executive functions such as attention and emotion processing are likewise better following sleep. However, a better understanding of the mechanism supporting these benefits and the generalizability to other forms of learning and executive functions is necessary. It is important for future research to extend such findings, which may promote the use of naps to support early education, particularly for learning-impaired children.