Evidence for a relation between executive function and pretense representation in preschool children

• A developmental relation between executive function (EF) and pretense is investigated in the preschool period.
• A large battery of EF measures fit both a 1-factor and a 2-factor (Conflict and Delay) model in a confirmatory factor analysis.
• Individual differences in pretense representation and EF were significantly related, over and above several controls.
• Understanding the pretend–reality distinction was related to Conflict EF, whereas performing pretend actions was related to Delay EF.
• A bidirectional between EF and pretense is proposed, with implications for pretend play interventions designed to foster EF development.

Several theoretical formulations suggest a relation between children's pretense and executive function (EF) skills. However, there is little empirical evidence for a correlation between these constructs in early development. Preschool children (N = 104; M age = 4–0) were given batteries of EF and pretense representation measures, as well as verbal, memory, and appearance-reality control tasks. Confirmatory factor analysis revealed two separable but overlapping aspects of EF (Conflict and Delay). EF was significantly related to pretense after accounting for all controls. Understanding the pretend–reality distinction was strongly related to Conflict EF, whereas performing pretend actions was more strongly related to Delay EF. These results, although correlational, are consistent with the claim that EF skills are implicated in pretense, such as inhibiting reality and flexibly manipulating dual representations, and offer a potential mechanism by which pretend play interventions may enhance childhood EF.