Abstract
This study investigated the longitudinal impact of structured versus unstructured digital play on the development of executive functions (EF) in preschoolers. Given the increasing integration of digital technologies into early childhood education, understanding the differential effects of play types is crucial. A cohort of 150 preschoolers (aged 4-5 years at baseline) was longitudinally assessed over 18 months. Participants were assigned to one of two digital play conditions: structured digital play (e.g., educational apps with clear goals and feedback) or unstructured digital play (e.g., open-ended digital creative tools). Executive function skills, including working memory, inhibitory control, and cognitive flexibility, were assessed using a battery of standardized tasks at three time points. Parental reports on children's EF were also collected. Preliminary analyses indicated that children in the structured digital play group showed significantly greater gains in inhibitory control and working memory compared to the unstructured group. Conversely, the unstructured group exhibited slightly larger improvements in cognitive flexibility, though this difference was not statistically significant. These findings suggest that the design of digital play experiences may differentially influence specific EF components. The results have implications for designing digital curricula and recommending screen time for young children, emphasizing the potential benefits of targeted, structured digital engagement for foundational cognitive skills. Further research is needed to explore mediating factors such as parental involvement and the specific features of digital environments.