Early childhood relational contexts contribute to executive function in first grade

This longitudinal study explored the contributions of early relational contexts to the development of children's executive function in first grade. Three proximal relational contexts in early childhood were examined, including parent-child, teacher-child, and peer interactions. At 36 months, children (N = 1364) were observed to interact with their parents, teachers, and peers. Executive function was assessed in first grade with tasks and standardized tests. Results showed that positive early parent-child and teacher-child interactions, but not peer interaction, were independently associated with children's subsequent executive function in first grade. Moreover, the associations between early relational contexts and later executive function were comparable for boys and girls. Findings thus highlighted the unique contributions of early childhood proximal relational contexts to understanding the development of EF over time.