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Attachment Security and Developmental Patterns of Growth in Executive Functioning During Early Elementary School
Célia Matte-Gagné1, Annie Bernier2, Marie-Soleil Sirois2
1Laval University.
Child Development
|May 31, 2017
Summary
Child executive functioning (EF) significantly improves from kindergarten to third grade. Early childhood attachment security predicts ongoing development of these crucial cognitive skills.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
Background:
- Executive functioning (EF) is vital for academic success.
- Longitudinal studies on EF development in early school years are limited.
Purpose of the Study:
- To examine developmental changes in child EF between kindergarten and third grade.
- To investigate the influence of early mother-child attachment security on EF development.
Main Methods:
- Longitudinal study of 106 mother-child dyads.
- Assessed child performance on three EF tasks from age 6 to 9.
- Examined the predictive role of attachment security.
Main Results:
- Significant improvements in child EF observed during early elementary school.
- Distinct developmental trajectories for different EF tasks.
- Early attachment security consistently predicted ongoing EF skill acquisition.
Conclusions:
- Early elementary school is a critical period for EF development.
- Attachment security plays a lasting role in cognitive skill development.
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