Executive function in the early years: family influences

Abstract

Executive Function (EF) is an umbrella term for the top-down mental processes that support the conscious control of thought and action. The most common EF components are cognitive flexibility, working memory, and inhibitory control. Numerous studies conducted in different societies have confirmed that executive functioning is associated with learning and academic achievement. Moreover, it is also associated with longer term consequences, including the likelihood of graduating from high school and college. Hence, researchers are concerned with the correlates of executive function. Family background has a profound influence on development. Prior research has documented the significant negative effects of low family income had on children’s early executive function development. However, the majority of studies that examined the development of EF have been conducted in western societies. Relatively little research has been conducted in Asian societies such as Hong Kong, where Confucian values are deeply rooted in the culture, affecting aspects of parenting. Since it has a strong emphasis on rules and discipline, impulse control and controlling of attention are encouraged, at home and at school, from an early age onwards, regardless of the socioeconomic background of the families. Against this background, the primary goal of this study is to examine the influence of socioeconomic status on development of EF in children between the ages of four and six years, from different socioeconomic backgrounds in Hong Kong. Participants were 47 (32 girls, 15 boys), 4-year-old Chinese children and their parents and teachers from two kindergartens located in different districts. Districts were used as a proxy for socio-economic status. Children’s cognitive, pre-academic and language development, and executive functioning were assessed at the beginning and at the end of the second level of Kindergarten (K2) and at the end of the third level of kindergarten (K3). Parents completed a questionnaire which tapped basic family demographics when children were in K2. Results showed that there were significant differences between children from different SES background in children’s level of development and executive functioning at both Time 1 (K2) and Time 2 (K3). However, children from low SES background were found to develop EF at a faster rate from K2 to K3 and the extent of differences between the two groups decreased over time. Policy implications to design interventions for children from economically disadvantaged families are discussed.