Executive Function In Young Children Research Articles

Parenting style and young children's executive function mediate the relationship between parenting stress and parenting quality in two-child families

This study explored the relationship between parenting stress, parenting style, parenting quality, and young children's executive function. In total, 243 firstborns aged 2–9 years old (SD = 3.82) and their parents from two-child families in Beijing participated in the study, which used executive function tasks and parenting questionnaires. The results found that (1) parenting stress negatively predicted parenting quality; (2) parenting style partially mediated the relationship between parenting stress and parenting quality; (3) children's executive function partially mediated the relationship between parenting stress and parenting quality; and (4) the spoiled, democratic, permissive, and authoritarian parenting styles each play a chain mediating role with young children's executive function between parenting stress and parenting quality. Taken together, these findings provide implications for scientific parenting of children with different psychological characteristics (such as executive function) in multiple-child families under Parenting stress.

Growing through adversity: the relation of early childhood educator post-traumatic growth to young children's executive function.

Early childhood educators (ECEs) play a critical role in supporting the development of young children's executive functions (EF). EF, in turn, underpins lifelong resilience and well-being. Unfortunately, many ECEs report adverse childhood experiences (ACEs) that may compound high stress levels associated with an emotionally and physically demanding profession. ACEs have well-established negative implications for adult well-being and may dampen ECEs' capacities to engage in emotionally responsive interactions with children. However, many individuals who experience ACEs also report post-traumatic growth experiences that foster empathy, self-determination, and resilience. Such post-traumatic growth may equip teachers with skills to engage in responsive interactions with children that support children's EF. The aim of this study was to explore the relations of ECE ACEs and post-traumatic growth to the EF of children in their classrooms. Fifty-three female ECEs self-reported on their ACEs and post-traumatic growth. Parents of 157 children (53% male, 47% female, M age = 4.38 years) rated children's EF. In a set of linear mixed models that accounted for multiple demographic factors and ECE perceived workplace stressors, ECE ACEs were not significantly related to children's EF scores. However, controlling for ACEs, higher levels of ECE post-traumatic growth were associated with fewer parent-reported EF difficulties in children. ECEs may draw on the coping skills they have developed in times of adversity to model and promote healthy EF for children. Mental health supports to facilitate ECEs' processing of their own trauma may be a fruitful means to foster positive early childhood environments that nurture the well-being and resilience of future generations.

Bidirectional relationships between emotion understanding and executive functions in young children: A latent change score modeling study

An overarching framework in the field of developmental psychology highlights the close linkage of cognition with emotion; however, the extent to which this framework supports the relationship between executive functions and emotion understanding in young children remains unclear. Hence, we employ a longitudinal tracking study to investigate the bidirectional relationship between emotion understanding and executive functions. A total of 112 children ( M = 48.01 months, 68 boys) were recruited to perform tests at three time points within 2 years. Results from our cross-lagged model analysis indicated that early executive functions significantly predicted the development of emotion understanding at Time 2 and Time 3, while emotion understanding at Time 2 significantly predicted the subsequent development of executive functions in Time 3, controlling for age, gender, and family socioeconomic status (SES). Moreover, the latent change score model analysis further revealed the developmental trends and interrelations of executive functions and emotion understanding over time. Specifically, children with higher initial level of executive functions exhibited faster growth in emotion understanding over time, and then this improved emotion understanding predicted the changes in later executive functions. Overall, these findings elucidate significant developmental progressions for how emotion understanding and executive functions interact with each other during early childhood.

Enhancing young children's executive function through physical activities: A three-level meta-analysis

Background and aimsThe cultivation of executive functions during early childhood establishes the fundamental underpinning for advanced cognitive development in adulthood. Presently, there remains a degree of controversy surrounding the empirical findings pertaining to the impact of physical activity on the executive functions of young children. This study aimed at elucidating the potential moderating factors influencing the relationship between physical activity and the executive functions of young children. MethodsIn this study, we have conducted a meta-analysis encompassing twenty-four experimental studies with a total of 1426 participants. The meta-analysis was conducted using Stata version 17.0 and R version 4.3.2 software, with Hedges'g serving as the chosen effect size metric. ResultsThe outcomes of our investigation underscore the salient point that physical activity possesses the capacity to enhance the executive functions of young children. Furthermore, it is noteworthy that the developmental impact of physical activity on the executive functions of young children is notably contingent upon the duration of the intervention. The implementation of game-based pedagogical approaches within the realm of sports activities emerges as a particularly potent means to foster the development of executive functions in young children. ConclusionsThis meta-analysis serves to proffer quantitative evidence affirming the positive influence of physical activities on the executive functions of young children during their early developmental years. It carries substantial implications for practical application.

Socioeconomic Status and its Impact on Receptive Vocabulary and Executive Function in Young Children

This article examines the impact of Socioeconomic Status (SES) on the development of receptive vocabulary and executive function in young children. Integrating current research, the paper highlights the challenges faced by children from low SES backgrounds in terms of language comprehension and executive functioning. Studies indicate a close relationship between SES and a child's receptive language abilities and executive functions, which are crucial for overall learning and development. The article also explores how SES influences cognitive development in children through various pathways, such as home language environment, stress levels, and access to resources. Additionally, the paper discusses early intervention measures and policy recommendations for children from low SES backgrounds to bridge the developmental gap associated with SES.

The 10-Word Auditory Verbal Learning Test and Vocabulary Performance in 4- and 5-Year-Old Children.

Understanding the different factors that determine vocabulary development in young children is essential for the diagnosis and rehabilitation of language disorders in children. Language development is closely related to other cognitive processes such as auditory verbal learning and memory. This research focuses on the development of a novel auditory verbal learning test (AVLT) for 4- and 5-year-old children within the Dutch population. This new test is an adaptation of the common AVLT for both older children and adults, usually including a list of 15 words. Considering the lower attention span and limited executive functioning in young children, the word list of this new instrument is reduced to 10 words. Besides, a second recognition form has been developed to improve the ability to distinguish between possible underlying learning and memory deficits. Ninety-five preschool children (ages 4;0-5;12 [years;months]) were tested with this new AVLT 10-word test for kids (10WT-K), yielding different measures of verbal auditory memory. Forty-eight of 95 children received a recognition task with semantically unrelated items, and 47 of 95 received a recognition task with semantically related items. Three additional language skills were assessed to establish test validation: receptive and expressive vocabulary performance and nonword repetition. Outcome of the 10WT-K was related to scores on the language measures. Positive correlations were found between the total score of the 10WT-K and all three aforementioned language skills. We found no correlations between frequency of error types (intrusions and repetitions) and language measures. Furthermore, children who were administered the recognition list with semantically related items showed fewer correct answers and more false-positive and false-negative responses than children who received a recognition list with semantically unrelated items. The 10WT-K for young children can be used to (a) measure different aspects of auditory verbal learning and memory, (b) clarify the nature of possible verbal learning difficulties, and (c) identify a possible nature of language disorders. The word recognition task tested with semantically related items provides a more accurate measurement of individual differences, namely, in distinguishing retrieval and storage abilities. The significant relation found between auditory verbal short-term memory capacity and vocabulary performance in preschool children is a first step toward establishing test validity.

Revisiting the relationship between maternal parenting behaviors and executive functions in young children: Effect of measurement methods.

The past decade of studies showed that parenting behaviors (e.g., warmth, autonomy, and control) were associated with children's executive functions (EF) in the early years. However, different measurement methods had been used across studies, making it hard to compare the effects of parenting on EF across studies. Therefore, the present study aimed to examine the effect of the measurement methods on the relationship between maternal parenting behaviors and children's EF among a group of Chinese preschoolers. One hundred and twenty-six children (62 boys; Mage = 48.65 months) were assessed with direct measures on children's EF (inhibition and working memory tasks), and parenting behaviors of their mothers during interaction with children were observed and coded. Mothers also reported their parenting practices and children's difficulties in executive functions. The results of structural equation modeling showed that the latent performance-based EF was uniquely predicted by maternal positive control and negative control in mother-child interaction, while children's EF difficulties reported by mothers were predicted by mother-reported warmth and support, and autonomy granting. Overall, the results suggest that the relationship between maternal parenting and children's EF depends on the measurement methods of parenting and executive functions.

Influence of parental play on Taiwanese 3-year-olds' executive function: Through the path of motor skills.

Parenting is known to impact children's executive function (EF) skills. However, nearly all the evidence comes from analyses of mother-child interaction. Using the National Longitudinal Study of Child Development and Care Database in Taiwan, the relations between both mother-child and father-child interaction and 3-year-olds' EF were investigated in 2,164 families. The results showed that mothers interacted with their children differently from fathers in terms of time distribution. Mothers were more equally involved in all aspects of parental involvement, whereas fathers spent more time in play. In addition, both mother-child and father-child play contributed to children's EF; however, the mediating effect of child motor skills was more prominent for father-child play. This study not only suggests a potential distinct and complementary role of fathers in young children's EF development but also indicates a unique mediating effect of motor skills in the path from parent-child play to child EF. Implications for parent education are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Embedding Executive Function Training Into Early Literacy Instruction for Dual Language Learners: A Pilot Study.

Early literacy skills are key indicators of future reading development for young dual language learners (DLLs). Additionally, emerging evidence indicates that young children's executive function (EF) skills are uniquely associated with elementary school reading outcomes (Ribner et al., 2017). Therefore, the purpose of this pilot study was to evaluate the potential for embedding strategies to support EF development within evidence-based early language and literacy instruction for young DLLs. Sixty-nine preschool DLLs were randomly assigned to one of three treatment groups: a business-as-usual control group (BAU), a group that received early literacy instruction only (EL group), and a group that received early literacy instruction with embedded EF strategies (EL + EF group). The intervention focused on improving children's early literacy skills, including letter-name knowledge, phonological awareness, and oral language. Children completed assessments of early literacy and EF immediately before and after the intervention. The EL and EL + EF groups significantly outperformed the BAU control group for two early literacy outcomes, and effects of evidence-based early literacy instruction were strongest for children with poor EF skills. Results indicated that there were no significant differences between the EL + EF and EL groups. This pilot study indicated that there was no significant benefit to adding supports for EF skills within evidence-based early literacy instruction. Additional research is needed with larger samples to replicate observed effects. https://doi.org/10.23641/asha.21834465.

An ecological view of executive function in young children: Variation in and predictors of executive function skills over one school year.

For many years, researchers studied executive functions (EFs) in the laboratory with a focus on understanding an individual child's development and brain processes in a controlled environment. Building on this foundational research, there is a growing interest in EFs in the context of a child's dynamic, social world, and the contextual and compositional factors influencing EF development. This paper provides a descriptive view of EFs in 1112 K-3 children from six schools in Phoenix, AZ, USA. The study's goals were to examine (1) variation in EF scores between and within schools and classrooms, (2) predictors of variation in children's spring EF scores, and (3) individual and compositional predictors of children's spring EF scores. Our findings indicate greater variation in children's EF within schools than between, with very little or no variation arising from differences between schools. Though we observed greater variation within classrooms than between them, a notable amount of variance in children's spring EF scores appears to arise from differences between classrooms. Classroom-level variables, including a fall leave-out classroom mean (without the students' own score) and the number of children in the top or bottom grade-level quartiles in each classroom, were significant predictors of variation in spring EF scores as well as in fall to spring changes in EF. In some cases, the classroom variables were stronger predictors than individual fall scores. Findings suggest that understanding variation and cultivating growth in EF skills requires intervention, measurement, and analytic approaches that extend beyond the individual to include compositional features of the classroom environment. RESEARCH HIGHLIGHTS: Variation in children's EF scores (n=1112 children) was greater within schools (n=6 schools) than between, with very little or no variance arising from differences between schools. While variance was greater within classrooms than between (n=67 classrooms), a notable amount of variance in children's spring EF scores appears to arise from differences between classrooms. Classroom-level variables (e.g., leave-out mean, number of children in the top or bottom grade-level quartiles in each classroom) were significant predictors of variation and of changes in spring EF outcomes. In some cases, the classroom variables were stronger predictors of spring EF than individual fall scores.

Executive function, self-regulation skills, behaviors, and socioeconomic status in early childhood.

Prior research has established steep socioeconomic status (SES) disparities in children's cognitive skills at kindergarten entry. Yet, few studies have had comprehensive, multi-informant data to examine SES-related differences in foundational social and emotional skills and executive function. The objective of the current study is to systematically examine SES-related differences in young children's executive function (EF), self-regulation skills, and behaviors. The current study analyzed data on 2,309 young children from the Early Learning Study at Harvard (ELS@H). Multi-method (direct-assessment and reports) and multi-informant (parents and early education and care educators) information on children's executive function, self-regulation skills, and internalizing, externalizing, and adaptive behaviors were used. A parametric framework employing Ordinary Least Squares (OLS) estimation was used to quantify the size of the SES-related differences in this set of children's foundational social-emotional skills. On average, there were differences of 0.24-0.45 SD for EF, 0.22-0.32 SD for self-regulation skills, and 0.27-0.54 SD for behaviors favoring children from the highest SES quartile of the distribution of SES relative to children from the lowest quartile. The SES-related differences were consistent across direct assessment, parent reports, and educator reports. Some differences were larger for older children relative to their younger counterparts. Findings indicate a need for comprehensive intervention efforts well before kindergarten entry aimed at closing early disparities in children's foundational social and emotional skills and executive function.

Do Animations Impair Executive Function in Young Children? Effects of Animation Types on the Executive Function of Children Aged Four to Seven Years.

This study used a three (animation types: educational, entertainment, and control groups) × four (age group: four-, five-, six-, and seven-year-olds) between-group experimental design to investigate the short-term effects of animation type and age on each component of children’s executive function (EF) (inhibitory control [IC], cognitive flexibility [CF], and working memory [WM]). One hundred twenty-six kindergarten and first-grade elementary school students in a city in Henan Province of China were selected for the experimental study. The results showed that briefly watching animation affected children’s EF. Specifically, watching entertainment cartoons weakened children’s IC and CF, while cartoons did not affect children’s WM. The moderating effect of age in the relationship between animation type and EFs was non-significant. This study suggests that researchers should focus on the uniqueness of each component of EF in children aged four to seven years, and parents should try to limit children’s viewing of animation, especially entertainment animation.

Relationships between executive functions and food rejection dispositions in young children

This study examined the associations between the two main kinds of food rejection, neophobia and pickiness, and executive functions in young children. Caregivers of children (n = 240) aged 3–6 years completed measures of their children's food neophobia and pickiness. A battery of tests measured children's executive functions and world knowledge. Children with higher levels of neophobia and pickiness had lower cognitive flexibility scores than children with lower levels of food rejection. Moreover, the association between food neophobia and cognitive flexibility was stronger than the association between food pickiness and cognitive flexibility. Working memory, inhibition, and world knowledge were not related to children's food rejection. These findings unraveled for the first time the negative relationship between cognitive flexibility and the main psychological barriers to dietary variety. These results contribute to a better understanding of the set of cognitive factors that are associated with food rejection in young children.

The developmental impact of sex chromosome trisomies on emerging executive functions in young children: Evidence from neurocognitive tests and daily life skills.

Sex chromosomal trisomies (SCT) are associated with impairments in executive functions in school-aged children, adolescents, and adults. However, knowledge on preschool development of executive functions is limited but greatly needed to guide early intervention. The current study examined emerging executive functions in young children with SCT. Participants were 72 SCT children and 70 population-based controls, aged 3-7 years, who completed a neurocognitive assessment of both global executive function (MEFS) and verbal executive function skills (NEPSY Word Generation). Caregivers completed the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire to capture real-world behavioral manifestations of impairments in executive functions. Results showed that impairments were significantly more prevalent in SCT than in controls and already present from 3 years, specifically verbal executive functions and working memory. Broader more pronounced impairments were found in older children with SCT. Age was significantly related to executive functions, but specific domains showed different relations with age. For example, deficits in planning and organizing remained evident with older age in SCT whereas it declined with age in controls. Impairments in executive functions were present across different levels of intelligence. Already at an early age, impairments across executive functions should be considered part of the neurodevelopmental profile of SCT, which appear more prominent at later age. Future studies should investigate developmental pathways of executive functions in SCT, given its relevance in cognitive, social, and emotional development. Executive functions should be screened and monitored in children with SCT and could be an important target of preventive intervention.

The Mediating Effect of Young Children's Executive Function on the Relationship Between Temperament and Social Competence

본 연구는 유아의 기질과 사회적 유능성의 관계에서 실행기능의 매개효과를 검증하고자 하였다. 연구 대상자는 경기도 소재 어린이집의 만 4~5세 반에 재원 중인 유아 323명이었으며, 어머니 보고를 통해 유아의 기질, 실행기능, 사회적 유능성을 평가하였다. 수집된 자료는 SPSS 26.0을 사용하여 기술통계, 상관분석을 하였으며, PROCESS Macro version 3.5(Model 4)를 사용하여 매개효과를 검증하였다. 매개효과의 통계적 유의성을 검증하기 위해 부트스트래핑을 활용하였다. 분석결과는 다음과 같다. 첫째, 유아의 부정적 정서 기질은 사회적 유능성에 직접 영향을 미치기도 하지만 실행기능을 매개하여 간접 영향을 미치는 것으로 나타났다. 둘째, 유아의 의도적 통제 기질은 사회적 유능성에 직접 영향을 미치기도 하지만 실행기능을 매개하여 간접 영향을 미치는 것으로 나타났다. 이러한 결과에서 총효과, 간접효과, 직접효과를 비교하였을 때 간접효과가 직접효과보다 큰 것으로 나타났다. 이를 통해 유아의 기질이 인지적 특성을 의미하는 실행기능을 거쳐 사회적 유능성에 영향을 미치는 간접효과의 중요성을 확인할 수 있었다. 본 연구의 연구결과는 유아의 사회적 유능성 발달을 위한 교육 및 상담 프로그램의 기초자료로 활용될 수 있을 것으로 기대된다.

The Impact of Household Chaos and Dietary Intake on Executive Function in Young Children.

Children’s executive functions (EFs) emerge over time and can be shaped by household environments and dietary intake. However, there is a lack of knowledge about how these factors influence EFs in children aged 18–24 months. This study tested a model exploring the relations between parent-reported dietary intake, household chaos, and child EF. The sample consisted of 294 families participating in the STRONG Kids2 birth cohort study of nutrition and child health. Caregivers completed the Food Frequency Questionnaire (FFQ), the Confusion, Hubbub, and Order Scale (CHAOS), and the Behavior Rating Inventory of Executive Function®-Preschool Version (BRIEF-P) to assess model variables. Regression analyses revealed a significant and independent association between assorted snacks and processed foods and two EF subscales. There were also significant associations between household chaos and each EF subscale. There was no significant moderation effect. These findings suggest that family households characterized by dysregulation are associated with children’s EF difficulties during early childhood and that the role of unhealthy dietary intake in child EF should be explored further. Future longitudinal studies that include multi-method approaches are needed to document the mechanisms through which household chaos impacts child EF over time.

When a spoon is not a spoon: Examining the role of executive function in young children's divergent thinking.

Research with adults suggests that executive function (EF) might play a role in the development of divergent thinking, a key component of creativity, by helping children override canonical knowledge. We examined this possibility in two experiments, by manipulating the familiarity of objects used in the Alternate Uses test of divergent thinking both between-participants (Experiment 1: N=53 4-year-olds and 50 6-year-olds) and within-participants (Experiment 2: N=74 5-year-olds). We found evidence that younger children generated more and/or more original ideas for novel than familiar objects. However, this effect disappeared with age and did not depend on child EF. Further, EF was inversely associated with divergent thinking, controlling for age, intelligence, and income. These results call into question a simple executive account of children's divergent thinking and suggest that, among predominantly White, socioeconomically advantaged 4-6-year-olds, divergent idea-generation might be a primarily bottom-up process that can be hindered by top-down thinking.

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.

Connectivity of the Superior Longitudinal Fasciculus II and Executive Function in Children with ADHD

Attention-deficit hyperactivity disorder (ADHD) is a common childhood neurodevelopmental disorder marked by inattention, hyperactivity, and impulsiveness. The importance of the Superior Longitudinal Fasciculus II (SLFII), a white matter tract connecting the frontal and parietal regions, to developing executive function has not been established in children who typically have executive function deficits. The present study explored the association between diffusion properties of the SLFII and developing executive function in young children diagnosed with ADHD. A dataset with the performance on the NIH Toolbox Card Sort and the NIH Toolbox Flanker, two executive function tasks, in 59 4-7-year-old children was used, and diffusion-weighted magnetic resonance imaging scans were used to quantify the white matter properties of the bilateral SLFII. The results showed that there was an association between age and performance on the Flanker and Card Sort tasks. As age increased, performance also improved. There was no significant association between white matter properties of the SLFII, birth sex, and the Card Sort and Flanker tasks. As the first study to explore this association in children of this age with ADHD, this result was unexpected suggesting that it may be the case that it is too early in development to detect a strong association. The findings inform contemporary and future investigations into the brain-behavior relations between SLFII and executive function in children with ADHD. With further research, neuroimaging could become a potential diagnostic biomarker for predicting executive function impairments and ADHD symptoms in young children, potentially altering treatment outcomes.

The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children.

The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the Head-Toes-Knees-Shoulders task (HTKS) called the HTKS-R, and measures of executive function (EF) was related to academic outcomes between preschool and kindergarten (ages 4–6years) in a diverse sample of children from families with low income participating in Head Start in the United States. Participants included 318 children (53% female; 76% White; and 20% Latino/Hispanic) from 64 classrooms in 18 Head Start preschools who were followed over four time points between the fall of preschool and the spring of kindergarten. Results indicated that children with higher HTKS-R scores had significantly higher math and literacy scores at all-time points between preschool and kindergarten. The HTKS-R was also a more consistent predictor of math and literacy than individual EF measures assessing inhibitory control, working memory, and task shifting. Parallel process growth models indicated that children who had high initial scores on the HTKS-R also had relatively higher initial scores on math and literacy. In addition, growth in children’s scores on the HTKS-R across the preschool and kindergarten years was related to growth in both children’s math and literacy scores over the same period independent of their starting points on either measure. For the HTKS-R and math, children’s initial scores were negatively associated with growth over the preschool and kindergarten years indicating that lower skilled children at the start of preschool started to catch up to their more skilled peers by the end of kindergarten.