Investigating the Relationship Between Executive Function Skills and Academic Success in Chinese Early Childhood Education
DOI:
https://doi.org/10.53797/ujssh.v4i2.18.2025Keywords:
Executive Functions, Academic Success, Early Childhood Education, China, Quantitative ResearchAbstract
This study investigates the relationship between executive function skills and academic success in Chinese early childhood education, addressing a critical gap in the literature that is predominantly based on Western contexts. The research aims to determine the extent to which core executive functions inhibitory control, working memory, and cognitive flexibility predict early literacy and numeracy skills among Chinese preschool children. Furthermore, it explores how different pedagogical approaches, specifically traditional academically-focused versus holistic play-based curriculums, moderate this relationship. A quantitative, cross-sectional design will be employed, collecting data from a purposive sample of approximately 200 children aged four to six from two distinct kindergarten types in a major urban center in China. Standardized, culturally adapted assessments will be used to measure executive function skills and academic outcomes. The findings are expected to provide crucial empirical evidence on the predictive power of executive functions within a unique high-stakes educational environment, offering valuable insights for curriculum development, parental guidance, and policy reform in China. This research will contribute to a more nuanced, cross-cultural understanding of cognitive development and its role in early learning.
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