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<p>Executive function (EF) is a core aspect of development, however, the current body of EF research is disproportionately influenced by studies conducted in Western, high-income countries, with limited representation from low- and middle-income countries (LMICs) such as India. This imbalance raises concerns about the generalizability and cultural relevance of EF constructs and assessment tools. To address this gap, this scoping review examined the tools used to assess EFs in preschool-aged children (birth to six years) in India. The review also explored which EF domains were most frequently assessed and identified disciplinary patterns in EF research within India. The search process yielded 3,540 articles, 210 were selected for full-text review, 28 met the inclusion criteria and were retained for data extraction. Findings revealed that emerging culturally responsive instruments developed by local researchers show promise. However, there is a persisting reliance on Western-developed instruments. Only six studies utilized locally developed tools, few measures included standardized translations into Indian languages, and only two studies in this review focused on instrument validation or design. Furthermore, EF was often examined as an auxiliary construct as few studies were designed with EF as a core developmental construct deserving of targeted investigation. Addressing these gaps require a shift toward EF specific research that prioritize culturally grounded measures, linguistic inclusivity, and ecological validity.</p>

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Measurement of executive functioning in pre-school aged children in India: a scoping review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月11日

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  • Melissa R. Hunte,
  • Gloria Rebello,
  • Mingyu Guo,
  • Lydia M. Li,
  • Victoria Parker,
  • Ghattu V. Krishnaveni,
  • Kumar G. Suryanarayana,
  • Abhimanyu Chandak,
  • Divya H. R. Shree,
  • Stephen G. Matthews,
  • Mark Wade

摘要

Executive function (EF) is a core aspect of development, however, the current body of EF research is disproportionately influenced by studies conducted in Western, high-income countries, with limited representation from low- and middle-income countries (LMICs) such as India. This imbalance raises concerns about the generalizability and cultural relevance of EF constructs and assessment tools. To address this gap, this scoping review examined the tools used to assess EFs in preschool-aged children (birth to six years) in India. The review also explored which EF domains were most frequently assessed and identified disciplinary patterns in EF research within India. The search process yielded 3,540 articles, 210 were selected for full-text review, 28 met the inclusion criteria and were retained for data extraction. Findings revealed that emerging culturally responsive instruments developed by local researchers show promise. However, there is a persisting reliance on Western-developed instruments. Only six studies utilized locally developed tools, few measures included standardized translations into Indian languages, and only two studies in this review focused on instrument validation or design. Furthermore, EF was often examined as an auxiliary construct as few studies were designed with EF as a core developmental construct deserving of targeted investigation. Addressing these gaps require a shift toward EF specific research that prioritize culturally grounded measures, linguistic inclusivity, and ecological validity.