Executive Functions (EF) are higher-level cognitive processes critical for achieving goaloriented
behaviors. Research in adults has identified three distinct yet interconnected EF
components: inhibition, shifting, and updating (Miyake et al., 2000). While these
components are well-defined in adults, their organization during early development,
particularly in preschool-aged children, remains unclear. The multicomponent nature of
EF and the relationships among its components continue to be subjects of debate. This
study investigates the structure of EF in a sample of 208 preschool children (age range: 4;2 - 6;4) using Confirmatory Factor Analysis (CFA). Children completed a large test
batttery composed by 18 tasks assessing EF and Working Memory (WM). The results
support a two-factor model, distinguishing inhibition as a separate factor, while WM,
updating, and shifting are combined into a single factor.