Validity and reliability study of the executive function skills scale (EFSS) for children aged 60–72 months

Executive function skills encompass higher-order cognitive processes such as working memory, cognitive flexibility, and inhibitory control, and are among the key determinants of academic, social, and behavioral development in early childhood. This study aims to examine the validity and reliability properties of the Executive Function Skills Scale (EFSS), developed to assess executive function skills in children aged 60–72 months. The study enrolled 516 children in preschool education in Türkiye.

To ensure content validity during the scale development process, the opinions of 11 experts were sought, and the Content Validity Index (CVI) was calculated as 0.89. Exploratory factor analysis (EFA; n = 172) and confirmatory factor analysis (CFA; n = 344) were applied to examine construct validity. The scale’s reliability was assessed using Cronbach’s alpha coefficients.

The analyses revealed that the EFSS consists of three subscales—working memory, cognitive flexibility, and inhibitory control—and 23 items. The results of the confirmatory factor analysis indicated that the model fit well (CMIN/DF = 1.48, GFI = 0.926, AGFI = 0.906, CFI = 0.945, IFI = 0.946, TLI = 0.936, RMSEA = 0.037). Cronbach’s alpha coefficients for the subscales were 0.820 for working memory, 0.711 for cognitive flexibility, and 0.715 for inhibitory control.

The findings suggest that the EFSS demonstrates acceptable validity and reliability for assessing executive function skills in children aged 60–72 months. The scale provides a practical tool for assessing executive function skills in early childhood and monitoring the effectiveness of intervention programs. However, the sample consisted solely of children attending independent preschools in a specific region, which may limit the generalizability of the findings to other age groups and cultural contexts.

This article is derived from the findings of the first author’s doctoral dissertation, titled “The Effect of the Philosophy for Children (P4C) Education Program in an Out-of-School Learning Environment on the Executive Functioning Skills of Preschool Children,” completed at Ankara University, Institute of Health Sciences. The authors did not receive any financial support for this research. Department of Child Development, Faculty of Health Sciences, Tarsus University, Mersin, Turkey The authors declare no competing interests.

The study was approved by the Ethics Committee of the Faculty of Educational Sciences at Erzincan Binali Yıldırım University on March 31, 2023 (Protocol No: 03/15). All procedures were conducted in accordance with relevant guidelines and regulations, as well as the Declaration of Helsinki. Permission for the study was also obtained from the Ministry of National Education and the relevant school administrations.