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Preschool-Level Predictors of Children's Executive Function: Do Preschool-Pedagogy Clusters Make a Difference?

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Title: Preschool-Level Predictors of Children's Executive Function: Do Preschool-Pedagogy Clusters Make a Difference?
Language: English
Authors: Chika Ezeugwu (ORCID 0000-0003-4967-3583), Mary Adedayo, Obed Apochi (ORCID 0000-0002-4144-3137), Adebunmi Oyekola, Janet Olaseni
Source: Applied Cognitive Psychology. 2026 40(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 6
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Children, Predictor Variables, Executive Function, Preschool Education, Foreign Countries, Cognitive Tests, Inhibition, Short Term Memory, Scores, Maturity (Individuals), Context Effect, Cognitive Development
Geographic Terms: Nigeria
DOI: 10.1002/acp.70155
ISSN: 0888-4080
1099-0720
Abstract: While prior studies highlight the importance of structured learning environments in executive function (EF) development, few studies have examined how variations in preschool type and pedagogical approaches shape EF as critical cognitive processes underpinning goal-directed behavior in low- and middle-income countries (LMICs). This study investigated whether combined preschool-pedagogy clusters (private/play-based vs. public/traditional) predict EF performance among 120 Nigerian preschoolers (M = 5.14, SD = 0.97). Children completed the NIH Toolbox Cognition Battery, assessing inhibitory control, working memory, and cognitive flexibility. Hierarchical regression analyses showed that the preschool-pedagogy cluster did not significantly predict EF performance. Instead, age independently predicted working memory and composite EF scores, suggesting that developmental maturation may outweigh school-level influences during early childhood. These findings contribute to our understanding of how preschool-level factors relate to EF in young children in LMICs and highlight the need for further research integrating home- and preschool-level factors to better understand contextual influences on children's cognitive development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497481
Database: ERIC
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  Data: Preschool-Level Predictors of Children's Executive Function: Do Preschool-Pedagogy Clusters Make a Difference?
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  Data: <searchLink fieldCode="AR" term="%22Chika+Ezeugwu%22">Chika Ezeugwu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4967-3583">0000-0003-4967-3583</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mary+Adedayo%22">Mary Adedayo</searchLink><br /><searchLink fieldCode="AR" term="%22Obed+Apochi%22">Obed Apochi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4144-3137">0000-0002-4144-3137</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adebunmi+Oyekola%22">Adebunmi Oyekola</searchLink><br /><searchLink fieldCode="AR" term="%22Janet+Olaseni%22">Janet Olaseni</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Applied+Cognitive+Psychology%22"><i>Applied Cognitive Psychology</i></searchLink>. 2026 40(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 6
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Tests%22">Cognitive Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Inhibition%22">Inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Maturity+%28Individuals%29%22">Maturity (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
– Name: DOI
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  Data: 10.1002/acp.70155
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  Data: 0888-4080<br />1099-0720
– Name: Abstract
  Label: Abstract
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  Data: While prior studies highlight the importance of structured learning environments in executive function (EF) development, few studies have examined how variations in preschool type and pedagogical approaches shape EF as critical cognitive processes underpinning goal-directed behavior in low- and middle-income countries (LMICs). This study investigated whether combined preschool-pedagogy clusters (private/play-based vs. public/traditional) predict EF performance among 120 Nigerian preschoolers (M = 5.14, SD = 0.97). Children completed the NIH Toolbox Cognition Battery, assessing inhibitory control, working memory, and cognitive flexibility. Hierarchical regression analyses showed that the preschool-pedagogy cluster did not significantly predict EF performance. Instead, age independently predicted working memory and composite EF scores, suggesting that developmental maturation may outweigh school-level influences during early childhood. These findings contribute to our understanding of how preschool-level factors relate to EF in young children in LMICs and highlight the need for further research integrating home- and preschool-level factors to better understand contextual influences on children's cognitive development.
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  Data: 2026
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  Data: EJ1497481
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        Value: 10.1002/acp.70155
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      – Text: English
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        PageCount: 6
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      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Executive Function
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      – SubjectFull: Preschool Education
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      – SubjectFull: Context Effect
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      – SubjectFull: Cognitive Development
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      – SubjectFull: Nigeria
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      – TitleFull: Preschool-Level Predictors of Children's Executive Function: Do Preschool-Pedagogy Clusters Make a Difference?
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