Objective To further confirm and measure the executive function of pre-school children so as to provide theoretical basis for setting curriculum modes and contents in pre-school education.Method A sample of 138 pre-school children was examined using the revised "less-can-be-more" task and the results were statistically analyzed.Results Differences in self game

split game and opposition game among children of different ages were statistically significant（p<0.05）;passing rate for children aged 3、4、 and 5 years in task one were 13.0%

27.0%

80.0% respectively

and that in task two were 22.6%

34.5%

86.7% respectively.Multiple comparison analysis showed that differences between children aged 3 and 4 years and those between children aged 3 and 5 years were statistically significant（p<0.05）

while differences between children aged 4 and 5 years had no statistical significance（p>0.05）.Conclusion At age of 4 is a critical period for pre-school children to develop their executive function.So teachers and parents of pre-school children should grasp this law and design games in a reasonable way so as to promote health development of executive function for children.