Executive Functions in Early Learning: Extending the Relationship Between Executive Functions and School Readiness to Science

• In Event: Executive Functioning, Concepts, and Cognition

Abstract

Executive functions are a set of cognitive skills that regulate learning and behavior. Previous work has found that executive functioning in early childhood predict academic achievement, specifically in math and literacy. Because of the reasoning skills engaged during science learning, this domain may be particularly dependent on executive functioning ability. No existing research has empirically examined this relationship. The current study tests the predictive relationship between executive functions and science, math, and literacy outcomes, and compares the magnitude of these relationships. Results indicate that executive functions significantly predict outcomes in all domains. The magnitude of the relationship of executive functions and science outcomes was found to be significantly greater than that of other domains. Implications and future directions are discussed.

Authors

• Irena Nayfeld, University of Miami

• Janna M. Fuccillo, University of Miami

• Daryl B. Greenfield, University of Miami