Home influences on executive function in preschoolers

Abstract

Executive function (EF) which includes working memory, attention, and inhibitory control is an important learning-related skill which affects children's school readiness and academic achievement. Chronic exposure to poverty is predictive of young children's performance on measures of EF. Against this background, this study examined the relationship between family income level and the early development of EF among young children in Hong Kong. Two districts which differed in median monthly household income were chosen so that participants with contrasting family background could be recruited. One kindergarten was randomly selected from each district. In individual sessions, 47 children (M = 60 months) were assessed on their EF skills and on Language, Pre-academic and Cognitive development using the Hong Kong Early Child Development Scale (HKECDS) when they were in the second level of kindergarten (K2) and again (n = 45) when they were in the third level (K3) (M =72 months). In addition, teachers rated children's EF and developmental level when children were in K2. Results indicated that teacher reports of children's EF and developmental level when they were in K2 significantly correlated with direct assessment of children's EF, r = .585, p < .01, and with the HKECDS, r = .717, p < .01. Children from higher income families demonstrated significantly higher EF when they were in K2 than children from other families. However, these differences dissipated by K3. This may be because (i) the Hong Kong early education context wherein schools follow a rather academic curriculum; (ii) Chinese literacy teaching, an important part of the kindergarten curriculum, requires considerable attention, inhibition and working memory skills; and (iii) the government's relatively stringent regulations for licensing ensure preschools demonstrate an acceptable level of quality. Other possible reasons for the findings are also discussed.