This longitudinal study explores the developmental trajectories of executive functions (EFs) in children from kindergarten to third grade, considering diverse socioeconomic statuses (SES). EFs, which include working memory (WM), cognitive flexibility, and inhibition, play a pivotal role in children's academic and social success. This research aims to understand how EFs evolve, their relationship with SES, and the potential impact of schooling.

Data from participants of different SES backgrounds were collected at three time points: kindergarten, first grade, and third grade. A battery of EF tasks was administered individually to assess different facets of EFs. Findings reveal distinct developmental patterns across EF components and SES groups.

WM, both auditory and visual, exhibited significant improvements from kindergarten to third grade across all SES backgrounds, which demonstrated considerable enhancements and showcased the maturation of memory capacity in children as they grow.

SES exhibited a multifaceted relationship with EF development. Low SES children displayed lower performance in all EF masseurs except visual working memory. While schooling did not decrease the SES gaps in most abilities except for auditory short-term memory in which the gaps were eliminated, the gaps in inhibition were increased.
These findings hold implications for educational policies promoting EFs, reducing disparities, and fostering equitable opportunities for all students.

Keywords: Executive functions, working memory, cognitive flexibility, inhibition, socioeconomic status, longitudinal study.