Cognitive outcomes have the irreplaceable function of ensuring survival and promoting growth for children's development, especially in early childhood. This study examines the impact of age and gender on cognitive outcomes in typically developing preschool children in China. Assessing four key cognitive outcome constructs (verbal concept, visual discrimination, logical relations, and basic school skills), provides insights into the developmental trajectories of these cognitive abilities during the preschool period. Results show no significant gender differences, but age plays a crucial role, with older children demonstrating higher cognitive outcomes. The preschool period is a critical time for cognitive development, influencing future academic and social competencies. Understanding early cognitive growth is essential for designing effective interventions and supporting children's overall development. Further research is needed in diverse contexts to enhance generalizability.
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