In the United States a "civic engagement gap" persists between low-income youth and their higher-income counterparts. To examine the developmental origins of civic engagement in a sample of U.S. children growing up in poverty, a conceptual model was tested employing the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K) national data set. Using generalized linear models, we examined the contributions of kindergarten children's executive function and exposure to classroom based play to participation in different extracurricular activities in 8th grade. Results suggest that executive function is a significant predictor of participation in drama and music clubs, sports and number of hours spent in extracurricular activities. Play was also a significant predictor of participation in school clubs, while controlling for executive function. These findings provide initial evidence of a developmental trajectory toward civic engagement beginning in early childhood.