The research, conducted by Sena Öz Tatacak and Figen Gürsoy of Ankara University’s Department of Child Development, focused on the Ready4Routines intervention program, an approach originally developed at the University of Minnesota. The program is built on a straightforward premise: the predictable, everyday moments of family life—getting dressed, eating meals, transitioning between activities, going to sleep—can be transformed into opportunities for children to practice self-regulation, working memory, and other cognitive skills, provided parents have the tools and confidence to structure those moments deliberately.

Executive functions are the brain’s management system. Psychologists typically describe them as a suite of interrelated capacities: working memory, which holds and manipulates information in mind; inhibitory control, which suppresses impulses and distractions; and cognitive flexibility, which allows shifting between rules or perspectives. These skills emerge rapidly during the preschool years and predict a remarkable range of later outcomes, from academic achievement to emotional health. Decades of research, including influential work by developmental scientists such as Adele Diamond and Philip Zelazo, have shown that executive function is not fixed. It is shaped by experience, and the caregiving environment is one of its most powerful sculptors.

That is where routines come in. Previous studies have linked household chaos and unpredictability to weaker self-regulation in young children, while stable family routines have been associated with resilience, better sleep, and stronger school readiness, particularly among children living in poverty. The theoretical logic is compelling: when a child knows what to expect, the brain can devote resources to planning and self-control rather than to coping with uncertainty. But turning that logic into a tested intervention—especially in a real-world, resource-constrained setting—has been a persistent challenge.

The Ankara study recruited 36 mother-child dyads, with children between 48 and 60 months old, from a preschool serving socioeconomically disadvantaged areas of the city. Nineteen dyads were assigned to the intervention group and 17 to a control group that received no program during the study period. The researchers employed a mixed-methods design, combining quantitative measures with qualitative interviews. Children’s executive functions were assessed with the Child Executive Functions Development Scale, mothers’ parenting style was measured with the Autonomy-Supportive Parenting Scale, and stress was evaluated using the Parenting Stress Scale. Semi-structured interviews captured mothers’ experiences with family routines in their own words.

The Ready4Routines program itself ran for ten weeks within the preschool setting, but its real work happened at home. Mothers in the intervention group received activity cards and practiced them with their children during naturally occurring family routines: transition times between activities, mealtimes, and sleep or wake times. Rather than adding new burdens to already stretched schedules, the program embedded its activities into moments families already navigated every day. The approach also emphasized autonomy-supportive parenting—a style in which parents acknowledge children’s perspectives, offer choices, and encourage initiative rather than imposing control. Prior research has associated this style with stronger executive function and better achievement trajectories in children.

The results were notable across all three of the study’s target domains. Pretest, posttest, and six-week retention assessments showed significant improvements in children’s executive functions in the intervention group, including gains in working memory, self-regulation, and a combined empathy and inhibition domain. Mothers in the intervention group also showed better organization of family routines and reported decreased parenting stress. Crucially, the benefits persisted: the six-week retention test indicated that improvements did not evaporate once the program ended. The control group, which did not receive the intervention during this period, did not show comparable changes. The researchers analyzed the quantitative data using the Wilcoxon Signed-Rank Test, a non-parametric method appropriate for the study’s sample size and design.

The qualitative strand of the study added texture to the numbers. In content analysis of the interviews, mothers described growing confidence in managing daily routines and reported observing increased cooperation and engagement from their children. This matters because parental self-efficacy and stress are deeply intertwined. Research on parenting stress has long shown that feeling overwhelmed and ineffective can erode the warm, responsive interactions that children need for healthy development, creating a feedback loop in which stress undermines parenting and difficult child behavior in turn deepens stress. An intervention that breaks that loop from both directions—at once building children’s capacities and restoring parents’ sense of competence—addresses the family as a system rather than treating the child and the parent as separate problems.

The study’s setting gives its findings particular weight. Socioeconomic disadvantage is consistently associated with elevated household chaos, higher parental stress, and weaker early executive function, and these gaps can compound over time into long-term disparities in academic achievement and health. Interventions that require expensive equipment, clinical delivery, or intensive professional time often struggle to reach the families who could benefit most. Ready4Routines takes the opposite approach: it is lightweight, home-based, and anchored in activities that cost nothing. The research was supported by the Scientific and Technological Research Council of Turkey (TÜBİTAK) under its 1002 Quick Support Program, and was derived from the first author’s doctoral dissertation at Ankara University’s Institute of Health Sciences.

As with any study, there are limits to how far the conclusions can stretch. The sample was small—36 dyads—and drawn from a single preschool in one city, so the findings will need replication in larger and more diverse populations before they can inform broad policy. The control group design strengthens causal inference, but the mothers in the intervention group knew they were receiving a program, which can introduce expectancy effects in self-reported measures such as stress. Still, the combination of quantitative gains, qualitative corroboration, and retention at follow-up makes a persuasive case that structured, autonomy-supportive routines are a genuine lever for change, not just a correlation. For parents of preschoolers, the takeaway is refreshingly practical: the daily rhythm of meals, transitions, and bedtimes is not dead time to be survived. Handled with predictability and respect for a child’s growing autonomy, it may be one of the most powerful developmental tools a family already possesses.

Subject of Research: Effects of a family routines intervention on preschoolers' executive function, maternal parenting style, and parental stress

Article Title: Investigating the Effects of the Ready4Routines Intervention Program on Children’s Executive Function Skills, Mothers’ Autonomy-Supportive Parenting Styles, and Stress Levels

Article References: Investigating the Effects of the Ready4Routines Intervention Program on Children’s Executive Function Skills, Mothers’ Autonomy-Supportive Parenting Styles, and Stress Levels. (n.d.). https://doi.org/10.1007/s43076-025-00507-2

Image Credits: AI Generated

DOI: 10.1007/s43076-025-00507-2

Keywords: executive function, family routines, early childhood, parenting stress, autonomy-supportive parenting, intervention program, preschoolers, Ready4Routines, mixed methods, child development, self-regulation, parental self-efficacy