The Structure, Stability, and Prediction of Executive Functioning in Preschoolers at Head Start

Research suggests that early executive functioning skill development may enhance the school readiness of children growing up in disadvantaged homes. Questions remain, however, concerning both the structure and stability of executive functioning among preschoolers. Additionally, there is a lack of theoretically based research addressing potential predictors of longitudinal change in executive functioning during early childhood. This longitudinal study examined the structure of executive functioning from fall to spring of the preschool year using a multi-method battery of measures. Confirmatory factor analyses revealed a unidimensional model best fit the data at both time points. After establishing partial measurement invariance over time, results indicated that children's mean latent executive functioning scores significantly improved. Verbal ability was a significant predictor of spring executive functioning, but neither age nor negative emotionality was a significant predictor. Theoretical implications and directions for future research are discussed.