- By Isaac
- Van Wesep
Kindergarten Readiness and Executive Function: What Parents Should Know
As children approach kindergarten, parents often hear about being “ready” for school. Kindergarten readiness covers many skills, from early academic knowledge to getting along with others. One of the most important is executive function (EF): working memory, inhibitory control, and cognitive flexibility. These skills let children manage their thoughts, actions, and emotions in the structured world of a classroom, and they can be strengthened during the preschool years.
What the research shows
Research by scientists from the University of Minnesota’s Institute of Child Development and Cynthia K. Hillyer, then Director of Early Childhood Education for Minneapolis Public Schools, examined the role of EF screening before kindergarten. Their study, “Executive function measures in early childhood screening: concurrent and predictive validity,” published in Early Childhood Research Quarterly, found that EF was a notable predictor of learning throughout the kindergarten year.
Traditional developmental screeners, which assess general knowledge, language, physical health, and social-emotional functioning, did not add predictive value beyond children’s initial academic skills. EF measures did. This suggests EF captures parts of a child’s development that matter for classroom learning but are often missed in standard screenings.
The brain behind kindergarten readiness
EF depends on the prefrontal cortex, which grows quickly in early childhood, the same years when EF skills improve fastest (Garon, Bryson, & Smith, 2008). That growth matters in kindergarten, where children are asked to follow multi-step instructions, adjust to new rules, and stay focused despite distractions.
A classic example is the Day-Night task: children see a picture of the sun and must say “night,” and a picture of the moon and must say “day.” Many children around age 3½ to 4 find this very hard, while most 6- and 7-year-olds manage it easily (Gerstadt, Hong, & Diamond, 1994). That change is inhibitory control maturing. For more on the brain science, see The Science of Executive Function.
EF, learning, and getting along
EF in preschool predicts early math and reading in kindergarten, independent of general intelligence (Blair & Razza, 2007). Working memory helps children keep track of steps and sequences, and cognitive flexibility helps them shift strategies when something new comes along.
EF also supports self-regulation, which children need to handle frustration, take turns, and stay on task. Children with weaker regulation are more likely to show impulsive or aggressive behavior, which can make learning and friendships harder (Eisenberg et al., 2001).
Ways to build EF before kindergarten
- Keep predictable routines. Consistent morning and bedtime routines help children anticipate what comes next and practice following steps.
- Let your child build part of the schedule. Offer two or three activities and let your child choose the order. Planning and sequencing are EF skills.
- Use a visual timer. Timers help children see how much time is left, set small goals, and check their progress.
- Play games with rules that change. Simon Says, Red Light Green Light, and “opposite day” games give children practice stopping and switching.
For more ideas, see Executive Function: The Skills Behind Life and Learning.
Measuring EF before kindergarten
Because EF predicts kindergarten learning and can be strengthened, a direct measure before kindergarten helps parents and teachers know which skills to support. The Minnesota Executive Function Scale (MEFS®) measures EF in about 5 minutes and is normed on 100,000+ people.
Are you a Bright Horizons family? Use the link in the invitation email from your center to measure your child’s EF with the MEFS®. It takes just 5 minutes. To learn what to expect, read What Is the Minnesota Executive Function Scale (MEFS®)?
References
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663.
Eisenberg, N., Cumberland, A., Spinrad, T. L., et al. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 1112–1134.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31–60.
Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The relationship between cognition and action: Performance of children 3½–7 years old on a Stroop-like day-night test. Cognition, 53(2), 129–153.
