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Executive functions are the skills that enable us to resist acting on impulse, adjust our actions during a changing situation, regulate our emotions, and work towards goals. These skills are implicated in social, academic and behavioural outcomes across the lifespan.
Drawing on data from an online study of 575 UK-based 8- to 36-month-olds (218 followed longitudinally since Spring 2020), I will show how multiple facets of the home environment such as parent-child enriching activities and child screen use relate to children’s emerging executive functions. In particular, I will demonstrate how associations between socioeconomic status, engagement in enriching activities, and executive functions are moderated by availability of Early Childhood Education and Care, and access to space and resources. I will also present data demonstrating the rapid and deleterious effects that parental mental ill-health can have on children’s early executive functions, and highlight demographic groups who may be particularly vulnerable to these effects.
Additionally, I will present insights from a series of online workshops with parents and practitioners into the barriers that parents face to engaging in enriching activities and limiting excessive screen use, and reflect on what this means for how researchers, policy-makers and practitioners can best support children’s early social-cognitive development.
