Early executive functioning in a global context: Developmental continuity and family protective factors

Area of Science:

• Developmental Psychology
• Cognitive Science
• Global Health

Background:

• Executive functions (EFs) are crucial for cognitive development but understanding them in low- and middle-income countries (LMIC) is limited.
• Adapting and validating EF measures for diverse cultural contexts is essential for accurate assessment.
• Preschoolers in LMIC often face adversities impacting cognitive development, necessitating context-specific research.

Purpose of the Study:

• To adapt and evaluate EF tasks for preschoolers in rural Pakistan, ensuring cultural and developmental appropriateness.
• To identify key developmental and family factors influencing the emergence of EFs in early childhood.
• To explore the relationship between general intelligence, EFs, and various child and family characteristics in an LMIC setting.

Main Methods:

• Rigorous adaptation and evaluation of six EF tasks for a large sample of at-risk preschoolers.
• Longitudinal assessment of EFs and related factors from age two to four.
• Direct assessment of cognitive skills, IQ, maternal capacities, and family environment.

Main Results:

• Early cognitive skills at age two predicted later EFs at age four and mediated intervention effects.
• Maternal cognitive abilities and scaffolding uniquely predicted preschoolers' EFs.
• Significant overlap was found between IQ and EFs, with intelligence mediating associations with growth, cognitive skills, and family factors.

Conclusions:

• Culturally adapted EF measures are vital for research in LMIC.
• Early cognitive skills, maternal factors, and parenting interventions are key targets for improving preschooler EFs.
• Interventions should consider a holistic approach, integrating cognitive, familial, and environmental factors for optimal EF development in LMIC.