Development of Executive Functions in Preschoolers with Different Sibling Positions

Almazova, Olga V.; Mostinets, Ksenia O. · 2023 · Crossref

DOI: 10.22363/2313-1683-2023-20-3-543-559

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Summary

This study investigates how sibling birth order influences the development of executive functions (EFs) in older preschoolers, a critical factor for school readiness and adaptation. While previous research has extensively examined sibling positions in school-aged children and adults, there is a gap in understanding these dynamics during the preschool years. The authors aim to identify specific developmental features of EFs related to sibling position to better understand developmental mechanisms and provide targeted recommendations for school preparation. The research involved 393 preschoolers (aged 58–72 months) attending senior kindergarten groups. The sample was categorized by sibling position: 153 only children, 99 oldest children, 110 youngest children, 21 middle children, and 10 twins. Due to small sample sizes, statistical analysis focused on the three largest groups: only, oldest, and youngest children. Executive functions were assessed using four validated instruments: three subtests from the NEPSY-II neuropsychological battery (Sentences Repetition for auditory-verbal working memory, Memory for Designs for visual working memory, and Inhibition for inhibitory control) and the Dimensional Change Card Sort (DCCS) for cognitive flexibility. Data were analyzed using two-factor ANOVA to examine the effects of sex and sibling position, followed by Tukey’s test for post-hoc comparisons and Pearson correlation analysis to determine the structure of relationships between EF components. The results revealed significant differences in auditory-verbal memory, which was significantly more developed in oldest children compared to only children. No significant differences were found in other EF components based on sibling position, although cognitive flexibility scores were higher in girls than in boys. Crucially, the study identified distinct structural patterns in how EF components correlate across groups. Oldest children exhibited the strongest interconnections, with all EF components significantly correlated, suggesting uniform development. In contrast, only children showed the fewest connections. For youngest children, cognitive flexibility was linked to other EF components. Across all groups, auditory-verbal memory correlated with both cognitive flexibility and inhibitory control. These findings indicate that sibling position shapes not just the level but the structure of executive function development in preschoolers. The similarity in EF structures between only and youngest children suggests shared developmental trajectories, likely due to similar family dynamics where these children are central recipients of care rather than caregivers. The authors conclude that interventions for school readiness should be tailored to sibling position: focusing on cognitive flexibility for youngest children, and auditory-verbal memory and inhibitory control for only children. The study highlights the importance of considering family structure in developmental psychology and suggests future longitudinal research to track these trajectories into schooling.

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• executive function