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Normative reference values for executive function through the Early Years Toolbox (EYT) in preschoolers.
Loreto Alonso-Martínez1, Mikel Izquierdo1, Robinson Ramírez-Vélez1
1Navarrabiomed, Hospital Universitario de Navarra (HUN), Universidad Pública de Navarra (UPNA), Instituto de Investigación Sanitaria de Navarra (IdiSNA), Pamplona, España.
This study established normative data for executive functioning (EF) in Spanish preschoolers aged 3-6 years using the Early Years Toolbox. Findings reveal age-related improvements and sex differences in EF development, providing crucial benchmarks for assessment.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Pediatric Assessment
Background:
- The Early Years Toolbox (EYT) is a validated instrument for assessing early childhood development, including executive functioning (EF).
- Normative data for EF in Spanish-speaking preschoolers in Spain are currently lacking, hindering accurate assessment.
- Understanding EF development is crucial for identifying potential learning or behavioral challenges in early childhood.
Purpose of the Study:
- To develop age- and sex-specific normative reference values for executive functioning (EF) in Spanish children aged 3-6 years.
- To utilize the Early Years Toolbox (EYT) battery for assessing key EF domains: working memory, inhibitory control, and cognitive flexibility.
- To provide culturally relevant benchmarks for EF assessment in Spanish preschool settings.
Main Methods:
- A cross-sectional study involving 567 Spanish preschoolers (49.2% female) aged 3-6 years.
- Administration of four EYT tasks: Mr Ant (visual-spatial working memory), Not This (phonological working memory), Go/No-Go (inhibitory control), and Card Sorting (cognitive flexibility).
- Application of the LMS method to create smoothed percentile curves based on age and sex.
Main Results:
- Executive functioning performance significantly increased with age across all assessed tasks.
- Girls demonstrated superior performance compared to boys in inhibitory control, phonological working memory, and cognitive flexibility.
- Developmental trajectories showed distinct patterns, with working memory and cognitive flexibility exhibiting more pronounced age-related changes than inhibitory control.
Conclusions:
- This study provides the first preliminary normative data for executive functioning in Spanish preschool-aged children, illustrating developmental trajectories.
- The established benchmarks offer a culturally relevant reference for school-based EF assessments and facilitate cross-national comparisons.
- Findings highlight the importance of age- and sex-specific considerations in the interpretation of EF development during the preschool years.
