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Studying Executive Function Skills in Young Children in Low‐ and Middle‐Income Countries: Progress and Directions
Author(s) -
Obradović Jelena,
Willoughby Michael T.
Publication year - 2019
Publication title -
child development perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3
H-Index - 71
eISSN - 1750-8606
pISSN - 1750-8592
DOI - 10.1111/cdep.12349
Subject(s) - psychology , developmental psychology , psychological intervention , early childhood , set (abstract data type) , child development , cognition , affect (linguistics) , executive functions , cognitive development , communication , neuroscience , psychiatry , computer science , programming language
As a culturally universal set of cognitive skills that promote goal‐directed behaviors, executive functions (EFs) support milestones of early childhood development, such as learning and forming social relationships. A growing base of evidence shows commonality around the world in EFs’ validity, biological basis, and family predictors. But we need more research to understand more fully how to promote the development of EF skills in young children from low‐ and middle‐income countries. In this article, we highlight recent studies on EFs in those countries and propose directions for research on measurement, contextual influences, and interventions. The global health community needs an index of how early life experiences affect child development beyond measures of physical growth, and the global education community needs an instrument to screen children for school readiness beyond measures of preacademic skills. Assessments of EF can address these needs. Research on emergent EFs in low‐ and middle‐income countries can also support the design and evaluation of multisector programs and policies.