Measuring Executive Function Development Through Structured Play Activities in Preschool Children

Abstract

Executive function development represents a critical foundation for early academic achievement, self-regulation, and long-term developmental outcomes in preschool children. While prior research has established the importance of structured play in supporting cognitive development, measurement approaches for executive function within authentic play contexts remain limited. This cross-sectional study developed and validated the Structured Play Executive Function Observation Instrument to measure three core dimensions working memory, inhibitory control, and cognitive flexibility in preschool children aged 4 to 6 years. A total of 57 children enrolled in kindergarten facilities under the Abdi Pertiwi Foundation, Serang, Banten, Indonesia, participated in structured play activities while being observed by trained teachers using a four-point rating scale. Descriptive analysis revealed that working memory demonstrated the highest mean score (M = 2.74, SD = 0.61), followed by inhibitory control (M = 2.58, SD = 0.67), and cognitive flexibility (M = 2.42, SD = 0.71). Rasch measurement analysis confirmed strong psychometric properties, with person reliability of 0.81, item reliability of 0.94, and Cronbach's alpha of 0.83, indicating adequate unidimensionality and construct validity. The Wright Map demonstrated appropriate alignment between person ability distribution and item difficulty calibration. This investigation provides early childhood educators with a psychometrically sound, classroom-embedded assessment instrument that bridges the gap between ecological validity and measurement precision. The findings advance understanding of executive function dimensionality during early childhood and support the development of authentic assessment practices within natural play environments. Future research should employ longitudinal designs and extend validation across diverse cultural and institutional contexts.