Article2010

Verbal ability and executive functioning development in preschoolers at head start.

311 citations0/0 files storedDevelopmental Psychology

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Early Childhood Education and Development Child and Animal Learning Development Developmental and Educational Neuropsychology

Abstract

Research suggests that executive functioning skills may enhance the school readiness of children from disadvantaged homes. Questions remain, however, concerning both the structure and the stability of executive functioning among preschoolers. In addition, there is a lack of research addressing potential predictors of longitudinal change in executive functioning during early childhood. This study examined the structure of executive functioning from fall to spring of the preschool year using a multimethod battery of measures. Confirmatory factor analyses revealed a unidimensional model fit the data well at both time points, and tests of measurement invariance across time points indicated that children's mean latent executive functioning scores significantly improved over time. Verbal ability was a significant predictor of longitudinal change in executive functioning. Theoretical implications and directions for future research are discussed.

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References

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Cited by

2012Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program 2014Replication and robustness in developmental research.2013Executive function mediates socio-economic and racial differences in early academic achievement 2014Early Communicative Gestures Prospectively Predict Language Development and Executive Function in Early Childhood 2015The Development of Executive Function

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