Patterns of individual differences in executive functions for preschoolers from low-income backgrounds: Associations with pre-academic skills

Abstract

Primarily studying executive functions of children from low-income backgrounds in comparison to more affluent peers can promote a deficit perspective that they are uniformly lacking in skills. We used latent profile analysis to investigate patterns of heterogeneity in executive functions in a sample of 232 preschoolers (M_age = 52.15 months, SD_age = 6.70 months; 50 % female; 34 % Latine, 31 % White, 10 % Asian, 7 % Black, 14 % Multiracial, and 4 % other) from low-income backgrounds in the Midwestern United States. Five executive functions (working memory, inhibitory control, cognitive flexibility, complex planning, and behavioral self-regulation) were used as indicators. We found evidence of four latent profiles including three profiles with consistently below average, above average, and high executive functions. A fourth discordant profile had high executive functions but below average behavioral self-regulation. We also estimated relations among executive function profiles and concurrent numeracy, vocabulary, and geometry; patterns of relations differed by pre-academic skill.

Educational relevance and implications

Primarily studying executive functions of children from low-income backgrounds in comparison to more affluent peers can promote a deficit perspective that they are uniformly lacking in skills. Using a statistical method that allowed us to explore sub-groups of children based on their executive function skills, we found evidence of four distinct sub-groups in a sample of preschoolers from low-income backgrounds. One sub-group scored high in executive functions but lower in incorporating them into gross motor behavior, which may be particularly important for early math. Results disrupt deficit perspectives and point to future areas of research for designing targeted and differentiated instruction.