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

Abstract

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.