Working Memory in Preschool Children: A Cattell-Horn-Carroll Informed Assessment-to-Intervention Framework

Zheng HE

doi:10.64663/aet.79

Authors

Zheng HE Merlion Academy https://orcid.org/0009-0003-4787-846X

DOI:

https://doi.org/10.64663/aet.79

Keywords:

Cattell-Horn-Carroll theory, working memory, intervention, educational therapy, cognitive profiling

Abstract

Working memory (WM) plays a critical role in preschool children’s ability to follow instructions, regulate their behavior, retain information, and engage in early literacy and numeracy activities. Difficulties in WM may affect classroom participation and be misinterpreted as inattentiveness, noncompliance, or low motivation. This article examines preschooler working memory through the lens of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, with particular attention to the working memory (represented as Gwm in the CHC model) and its narrow abilities or sub-processes. Drawing on developmental and contemporary research, the article reviews evidence regarding the structure and developmental progression of working memory in early childhood and discusses its implications for assessment and intervention. A CHC-informed assessment-to-intervention pathway is proposed to assist educational therapists and preschool practitioners in translating cognitive assessment findings into meaningful, participation-oriented supports. Emphasis is placed on functional interpretation, structured observation, hypothesis-driven planning, environmental accommodations, strategy instruction, and low-burden progress monitoring embedded within everyday preschool routines. Practical intervention activities aligned with auditory-verbal, visuospatial, and cross-domain working-memory demands are also outlined. Rather than conceptualizing intervention as isolated cognitive training, the article advocates for developmentally appropriate, play-based scaffolding that reduces unnecessary memory demands while promoting engagement, competence, and successful participation in authentic learning contexts. The article concludes by highlighting the value of CHC-informed practice in supporting preschool children’s working-memory needs and identifies directions for future research on ecologically valid and sustainable intervention approaches.

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