Examining the Role of Demographic Characteristics, Attachment, and Language in Preschool Children’s Executive Function Skills

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Attention, Learning, Memory

Abstract

Executive function (EF) skills play a crucial role in young children’s academic and social-emotional development (Montroy, Bowles, Skibbe, & Foster, 2014); therefore, it is important to support this skill to promote children’s school readiness. Risk factors associated with EF development includes low-income status (Galindo & Fuller, 2010; Wanless, McClelland, Tominey, & Acock, 201), as this may impact the quality of learning experiences and resources children might have access to to support their EF development. Consequently, it is important to continue research efforts that examine what factors help predict and support EF skills in children from at-risk backgrounds. Research suggests that children’s attachment relationship to adults, and language skills, such as receptive language skills, expressive language skills, and being bilingual, can be predictive of EF performance in children (Bernier, Beauchamp, Carlson, & Lalonde, 2015; Guirguis & Antigua, 2017; Schmitt, Purpura, & Elicker, 2019). Using a sample of Head Start children (N=43), we examined the role of demographic characteristics, attachment relationship to adults, and language skills in children’s EF skills. Specifically, we looked at individual differences in EF performance and whether attachment relationship to adults and language skills, such as receptive language skills in English and bilingual status, were predictive of EF skills above and beyond demographic variables. EF performance was measured by the Minnesota Executive Function Scale (MEFS; Carlson & Zelazo, 2014). Receptive language skills in English were measured by the Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4; Dunn & Dunn, 2007). Attachment relationship to adults was measured by the attachment subscale of the Devereux Early Childhood Assessment for Preschoolers, Second Edition (DECA-P2; LeBuffe & Naglieri, 2012a). This latter measure was a brief rating scale completed by teachers. Descriptive statistics showed that the majority of the children in this sample performed within the “average” range in the MEFS. An independent-sample t-test showed that there were significant gender differences in EF performance, with females performing significantly higher on the MEFS compared to boys (p = 0.04). A one-way ANOVA test showed no significant age differences among children (3, 4, and 5 year-olds) in EF performance (p > 0.05). To examine whether the variables in this study were predictive of EF skills, a 3-block sequential regression model was conducted. Block 1 included demographic variables (age and gender), block 2 included attachment relationship to adults, and block 3 included language skills (receptive language skills and bilingual status). Results from the sequential regression analysis showed that receptive language skills in English (p < 0.01) and being bilingual (p = 0.04) were predictive of EF skills, above and beyond demographic characteristics and attachment relationship to adults. Implications for early childhood learning and practice are discussed.

Group Authors

N/A

Authors

• Cinthia Iris Palomino, University of Washington
  Presenting Author

• Andrea Brudvig, University of Washington
  Non-Presenting Author