Evidence for a relation between executive function and pretense representation in preschool children

Area of Science:

• Developmental Psychology
• Cognitive Neuroscience

Background:

• Theoretical links exist between children's pretense and executive function (EF).
• Empirical evidence for this correlation in early development is limited.

Purpose of the Study:

• To investigate the empirical relationship between pretense and executive function in preschoolers.
• To explore specific aspects of EF (Conflict and Delay) in relation to different facets of pretense.

Main Methods:

• 104 preschool children (mean age 4-0) completed EF, pretense, verbal, memory, and appearance-reality tasks.
• Confirmatory factor analysis was used to identify EF components.

Main Results:

• Two overlapping aspects of EF were identified: Conflict and Delay.
• Executive function significantly correlated with pretense, even after controlling for other factors.
• Understanding pretend-reality distinctions linked to Conflict EF; performing pretend actions linked to Delay EF.

Conclusions:

• Findings support the role of executive function skills in children's pretense.
• Specific EF skills may underpin different aspects of pretend play, like inhibiting reality and dual representation manipulation.
• Pretend play interventions could potentially enhance childhood executive function.