RESEARCH
Why early learning matters
Early childhood is a period of rapid brain development. High-quality early learning experiences—especially responsive adult interaction, imaginative play, language-rich routines, movement and opportunities to solve problems—can strengthen attention, working memory, self-control and flexible thinking. These abilities are collectively known as executive function.
Peer-Reviewed Research
Blair, C. (2016). Executive function and early childhood education. Current Opinion in Behavioral Sciences, 10, 102–107.
Why it matters: Executive-function skills develop rapidly in early childhood and contribute to school readiness and early academic success.
Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLOS ONE, 9(11), e112393.
Why it matters: A classroom program centered on self-regulation improved executive functioning, reading, vocabulary and mathematics.
Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112(3), 579–620.
Why it matters: This meta-analysis found that early education interventions can support cognitive and social development.
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387–1388.
Why it matters: Purposeful play and self-regulation activities improved children's ability to focus, remember rules and resist distractions.
Farah, M. J., Sternberg, S., Nichols, T. A., Duda, J. T., Lohrenz, T., Luo, Y., Sonnier, L., Ramey, S. L., Montague, P. R., & Ramey, C. T. (2021). Randomized manipulation of early cognitive experience impacts adult brain structure. Journal of Cognitive Neuroscience, 33(6), 1197–1209.
Why it matters: Adults assigned to five years of cognitively and linguistically enriching early care showed differences in brain structure decades later; some findings were particularly pronounced among male participants.
Gilmore, J. H., Knickmeyer, R. C., & Gao, W. (2018). Imaging structural and functional brain development in early childhood. Nature Reviews Neuroscience, 19, 123–137.
Why it matters: The first years of life involve especially rapid growth of brain structure and functional networks connected to cognitive development.
Neville, H. J., Stevens, C., Pakulak, E., Bell, T. A., Fanning, J., Klein, S., & Isbell, E. (2013). Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences, 110(29), 12138–12143.
Why it matters: A program involving parents and preschool children improved attention-related brain function, cognition and behavior.
Olive, L. S., Telford, R. M., Westrupp, E. M., & Telford, R. D. (2024). Physical activity intervention improves executive function and language development during early childhood: The Active Early Learning cluster randomized controlled trial. Child Development, 95(2), 544–558.
Why it matters: Physical activity incorporated into daily early-learning routines improved inhibition and expressive vocabulary in children ages 3 to 5.
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82(1), 362–378.
Why it matters: A randomized Head Start classroom intervention improved attention, impulse control and executive function, with benefits in vocabulary, letter knowledge and mathematics.
What This Means for Families
Together, these studies support an important message: Young children do not develop executive-function skills through worksheets alone. They build them through responsive relationships, conversations, movement, imaginative role play, predictable routines, problem-solving and repeated opportunities to practice. High-quality early childhood education combines these experiences with caring, engaged adults. Research does not suggest that one activity or program guarantees a particular outcome for every child. It shows that development is strengthened when early environments consistently provide responsive relationships and meaningful opportunities to move, communicate, explore, remember, plan and solve problems.