Executive function in the early years : family and preschool influences in Chinese contexts

Abstract

Closing the achievement gap between socially advantaged children and their less advantaged counterparts is a key objective of governments worldwide. A large body of research has documented an association between executive function (EF) and a variety of developmental outcomes, including school achievement. The primary objectives of this thesis were to (i) examine the development of EF between the ages of three and six years; and (ii) consider the associations between socio-economic status (SES), preschool quality and urbanicity in varying Chinese contexts. These objectives were addressed in three empirical studies. Chapter One considers the different components of EF and the roles of home and preschool in EF development. Contextual factors that are associated with EF development in Chinese contexts are also presented. The specific research objectives of the studies that comprise this thesis are presented and the significance of these studies highlighted. Chapter Two presents Study One, a study conducted in Hong Kong that considered the association between neighbourhood district and EF or early development in 47 preschoolers (32 girls, Mage=60.62 month). EF was assessed using a range of measures that tapped working memory, inhibitory control and cognitive flexibility. The correlations among measures of EF and child developmental functioning and teacher ratings were explored. The measures were significantly correlated with one another. Results of regression analysis showed that children from the disadvantaged SES neighbourhood district had significantly lower EF and developmental functioning than their peers from the more advantaged district. Chapter Three presents Study Two, which considered the association between home and preschool variables and EF in a longitudinal design. Participants were 142 Hong Kong children and their parents. Children enrolled in four kindergartens located in two districts were chosen because they served children from different SES backgrounds. Within each district, kindergartens were purposefully chosen because they varied in government quality ratings. Children’s EF was assessed at Kindergarten 2 (K2) and Kindergarten 3 (K3). Parents completed a questionnaire on family demographics and permitted screen time for their child. Classes were observed to determine preschool quality. Findings showed that parent SES and preschool quality were positively associated with EF outcomes but not with EF growth. EF at Time 1 significantly mediated the effects of parent SES and preschool quality on EF at Time 2. The other home level variable of permitted screen time did not significantly predict EF. Chapter Four is a linking chapter that summarizes the two EF studies conducted in Hong Kong, a city with a very efficient education system. Existing research show large urban and rural gaps in early childhood development. Hence, the larger Chinese context is discussed and Study Three, which was conducted to compare EF of Chinese urban and rural preschoolers, was introduced. Chapter Five presents Study Three, a cross-sectional study that compared EF performance of children aged three to five years in rural and urban China (n = 240). Children’s EF was assessed by a battery of EF measures (α = .83). Regression analysis indicated that even after controlling for SES and preschool program duration, urban children still significantly outperformed rural children on tasks measuring EF. Chapter Six presents an overview of the findings of the thesis. Results confirmed that home and preschool factors are associated with EF development in two Chinese contexts. Our findings in the two Chinese contexts are generally consistent with those reported for preschool children residing in Euro-American contexts. Theoretical and practical implications of the findings are discussed.