Early Childhood Predictors of Post-Kindergarten Executive Function: Behavior, Parent-Report, and Psychophysiology.

Abstract

RESEARCH FINDINGS: This study examined whether children's executive functions before kindergarten would predict variance in executive functions after kindergarten. We obtained behavioral (working memory task performance), parental-reported (temperament-based inhibitory control), and psychophysiological (working memory-related changes in heart rate and brain electrical activity) measures of executive functions from a group of preschool-aged children. After children finished kindergarten, approximately 2 years later, parents were asked to complete an assessment of children's executive function skills. A regression analysis revealed that pre-kindergarten behavioral, parental-reported, and psychophysiological measures accounted for variance in post-kindergarten executive functions. Specifically, working memory task performance, temperament-based inhibitory control, and working memory-related changes in brain electrical activity accounted for unique variance in post-kindergarten executive functions. These data provide a unique contribution to the executive function literature: No other study has examined whether behavioral, psychophysiological, and parental-reported executive function measures can account for unique variance in future executive function. PRACTICE OR POLICY: These findings are discussed in relation to children's transition to school and executive function training programs.