Executive Function & Child Development
by Marcie Yeager & Daniel Yeager
A Natural Progression-How Self-Regulation is Internalized
Understanding how self-regulation occurs in a child’s development will give us a basis for understanding how we may strengthen executive function for children who have difficulty with self-regulation. Basically self-regulation begins in infancy and continues into late adolescence with the most rapid development during the ages of 3 to 5 years old. It begins externally and hopefully develops to internal thoughts.
Self-regulation is used in language to share thoughts and to communicate ideas and feelings with others. Plus it is used to try to influence the behavior of others. When a baby says, “Baba.” She is wanting her mother to give her a bottle. As children become capable of doing things for themselves, shared language can help improve their performance. Giving children clues of how to solve problems helps them to self-regulate through internal language. Language is still external but at around the age of 2 years, children begin to use language to self-direct plans and guide their own activities. Speech not only influences how children manipulate their environment but it also provides a means for children to regulate their emotions and behaviors.
Moving from external to internal forms of regulation can be observed in the changes that take place in children’s play as they mature. These interactions are actually workshops for building higher mental functions. Pretend play with adults prepares children for pretend play with peers moving children even further along the road of self-regulation. Preschool programs are one setting in which cooperative play with peers can flourish. When the teacher intervenes and guides them to solve problems, children are able to resolve issues and move on with their play.
As children mature and have a stronger working memory they are less likely to tolerate a different point of view. If they have practice with self-regulation, children are more likely to try to work things out. As they discuss, argue, and negotiate how to play, they are mentally trying out different solutions to problems. Play activities can help children develop exactly the skills that they will need to succeed in school.
The chapter theorized that all children follow a natural developmental path from externally to internally directed behavior. It also suggest that children have an instinct or natural drive toward greater inner regulation Although there is some thought that self-regulation is not taught but emerges as a result of an interaction between the child’s capabilities in a social environment, others suggest that nurture also plays an important role.
Every child is different. Some have difficulty expressing their ideas verbally. Some struggle to get along with peers or follow classroom routines. In each case, however, one thing is the same: improved learning and behavior requires strong self-regulation skills. Research has found that young children who engage in intentional self-regulation learn more and go further in their education. Children develop foundational skills for self-regulation in the first five years of life which means early childhood teachers play an important role in helping young children regulate thinking and behavior. Fortunately, teaching self-regulation does not require a separate curriculum. The most powerful way teachers can help children learn self-regulation is by modeling and scaffolding it during ordinary activities.
Teachers can use a variety of strategies to develop problem solving, sharing, and better listening skills for self-regulation. Three teaching strategies to help the development of self-regulation are modeling, using hints and cues, and gradually withdrawing adult support.
Go Noodle Singin’ Teachers
Problem Solving, sharing, and listening are all things preschoolers can learn to regulate their feelings. Why not use Pop See Ko for helping our kids with self-regulation.
Hey, Class?
Hey, what?
Are you ready?
For what?
To listen.
To what?
Ms Donna (Insert your name here)
Listening well is what we do,
We’ll give you FIVE and prove it, too.
Listening to you, lis, listening to you!
Listening to you, lis, listening to you!
Hey, Class?
Hey, what?
Are you ready?
For what?
To solve problems.
What problem?
At center time!
Solving problems is what we do,
Let us play and we’ll show you.
Solving problems, sol, solving problems.
Solving problems, sol, solving problems.
Hey, Class?
Hey, what?
Are you ready?
For what?
To solve problems.
What problem?
A Math problem!
Solving problems is what we do,
We’ll pick a tool and we’ll show you.
Solving problems, sol, solving problems.
Solving problems, sol, solving problems.
Hey, Class?
Hey, what?
Are you ready?
For what?
To share.
Share what?
With each other!
Sharing is what we do,
We’ll pick a center and share with you.
Sharing, Shar-sharing.
Sharing, Shar-sharing.
Hey, Class?
Hey, what?
Are you ready?
For what?
To sit still.
For what?
For a story!
Sitting still is what we do,
with listening eyes and ears, too.
Sitting still, sit-sitting still.
Sitting still, sit-sitting still.
by Marcie Yeager & Daniel Yeager
A Natural Progression-How Self-Regulation is Internalized
Understanding how self-regulation occurs in a child’s development will give us a basis for understanding how we may strengthen executive function for children who have difficulty with self-regulation. Basically self-regulation begins in infancy and continues into late adolescence with the most rapid development during the ages of 3 to 5 years old. It begins externally and hopefully develops to internal thoughts.
Self-regulation is used in language to share thoughts and to communicate ideas and feelings with others. Plus it is used to try to influence the behavior of others. When a baby says, “Baba.” She is wanting her mother to give her a bottle. As children become capable of doing things for themselves, shared language can help improve their performance. Giving children clues of how to solve problems helps them to self-regulate through internal language. Language is still external but at around the age of 2 years, children begin to use language to self-direct plans and guide their own activities. Speech not only influences how children manipulate their environment but it also provides a means for children to regulate their emotions and behaviors.
Moving from external to internal forms of regulation can be observed in the changes that take place in children’s play as they mature. These interactions are actually workshops for building higher mental functions. Pretend play with adults prepares children for pretend play with peers moving children even further along the road of self-regulation. Preschool programs are one setting in which cooperative play with peers can flourish. When the teacher intervenes and guides them to solve problems, children are able to resolve issues and move on with their play.
As children mature and have a stronger working memory they are less likely to tolerate a different point of view. If they have practice with self-regulation, children are more likely to try to work things out. As they discuss, argue, and negotiate how to play, they are mentally trying out different solutions to problems. Play activities can help children develop exactly the skills that they will need to succeed in school.
The chapter theorized that all children follow a natural developmental path from externally to internally directed behavior. It also suggest that children have an instinct or natural drive toward greater inner regulation Although there is some thought that self-regulation is not taught but emerges as a result of an interaction between the child’s capabilities in a social environment, others suggest that nurture also plays an important role.
Every child is different. Some have difficulty expressing their ideas verbally. Some struggle to get along with peers or follow classroom routines. In each case, however, one thing is the same: improved learning and behavior requires strong self-regulation skills. Research has found that young children who engage in intentional self-regulation learn more and go further in their education. Children develop foundational skills for self-regulation in the first five years of life which means early childhood teachers play an important role in helping young children regulate thinking and behavior. Fortunately, teaching self-regulation does not require a separate curriculum. The most powerful way teachers can help children learn self-regulation is by modeling and scaffolding it during ordinary activities.
Teachers can use a variety of strategies to develop problem solving, sharing, and better listening skills for self-regulation. Three teaching strategies to help the development of self-regulation are modeling, using hints and cues, and gradually withdrawing adult support.
Go Noodle Singin’ Teachers
Problem Solving, sharing, and listening are all things preschoolers can learn to regulate their feelings. Why not use Pop See Ko for helping our kids with self-regulation.
Hey, Class?
Hey, what?
Are you ready?
For what?
To listen.
To what?
Ms Donna (Insert your name here)
Listening well is what we do,
We’ll give you FIVE and prove it, too.
Listening to you, lis, listening to you!
Listening to you, lis, listening to you!
Hey, Class?
Hey, what?
Are you ready?
For what?
To solve problems.
What problem?
At center time!
Solving problems is what we do,
Let us play and we’ll show you.
Solving problems, sol, solving problems.
Solving problems, sol, solving problems.
Hey, Class?
Hey, what?
Are you ready?
For what?
To solve problems.
What problem?
A Math problem!
Solving problems is what we do,
We’ll pick a tool and we’ll show you.
Solving problems, sol, solving problems.
Solving problems, sol, solving problems.
Hey, Class?
Hey, what?
Are you ready?
For what?
To share.
Share what?
With each other!
Sharing is what we do,
We’ll pick a center and share with you.
Sharing, Shar-sharing.
Sharing, Shar-sharing.
Hey, Class?
Hey, what?
Are you ready?
For what?
To sit still.
For what?
For a story!
Sitting still is what we do,
with listening eyes and ears, too.
Sitting still, sit-sitting still.
Sitting still, sit-sitting still.
Executive Function in Everyday Lives of Children, Chapter 3
This chapter takes a closer look at some day to day challenges for Jon and three other children who struggle with self-regulation. Each child is compared with that of a child whose executive function is more mature. (as I was reading this I could think of many children who I could relate these to)
1. Jon(age 10) working memory/internalized language
Jon’s story looks at his morning routine compared to Pierre’s morning routines. The task is remembering to do the right thing at the right time. Pierre initiates routine actions at the right time based on internalized information, while Jon more often than not does not initiate the routine actions at the right time; does not appear to be guided by internalized information. Pierre recalls need to initiate nonroutine actions, while Jon does not recall need to initiate nonroutine actions(permission slip signed) and where Pierre was able to become more independent and was motivated by the positive consequence, Jon still struggled with independence even with a positive consequence was set up for him.
2. Conner(age 9) response inhibition
Conner struggled on his camping trip with stopping himself from doing wrong. He couldn’t refrain from initiating actions that were against the group norms (like running to the lake). Even when having fun had difficulty filtering out issues and his emotions. Conner is remorseful about behaviors but this does not appear to decrease subsequent inappropriate behaviors. Unlike Paul who only needed age appropriate external supports, Conner needed his Dad stay in close proximity and remind and redirect him.
3. Amanda (age 4) Shifting Focus (we are all familiar with this behavior)
The task was focusing on making yourself stop thinking about one thing so you can start thinking about (and then do) something else. Amanda even with reminders about the classroom rules, was unable to inhibit her responses. She did not stop her inappropriate response to Deidra’s presence in the red chair even when reminded by the teacher. (I’ve noticed my Autistic kiddos really struggle with this). She had one focus and that was removing the other child from the red chair she thought was hers. Even with suggestions from the teacher, she was not able to think about the situation differently. On the other had we met Celia who needed age appropriate suggestions from the teacher to help her think about other things and then she was able to follow through very competently. Celia learned after being sent to time out a couple of times, that she should respond to reminders from teachers, but with Amanda reminders, redirections and multiple time outs have not brought about any changes in problem behaviors.
4. Marcus (age 7) goal orientation
Marcus was working on making a good plan for what to do and then following the plan and getting it done on time. He lacked planning, self-monitoring and time management skills. Unlike his peer Andrew, Marcus was unable to listen to the teacher and internalize a plan, he was thinking about what his teacher was proud of him for on a previous occasion (writing neatly) so that is what he focused on instead of listening to the teacher and reading the written instructions. He was not able to realize he was off track until the teacher took his paper. Even though his parents worked with him on a reward system it has no effect on his schoolwork. He can carry out an assignment only when paired with another student or when teacher stands by his desk to monitor him.
In all these cases concerned adults intervened by utilizing discipline, or various systems of positive and negative consequences, to influence the child’s behavior. The adults often begin to feel frustrated, angry and unsure of who or what is to blame for the problem. Consistent systems of reward and punishment may work for a child who is lacking structure and motivation, it will not be effective if the child has not acquired the underlying competencies that allow for self-regulation. For those children intervention needs to move to the next level, improving the underlying capacity for self-regulation.
Discipline(behavior management)-motivates the child to act on that capacity.
Coregulation- An adult provides one-on-one support at the point of performance
Empowering children to become more self-directed- Child’s capacity for self-regulation is weak. Child learns self-directed strategies for improving performance (Jon’s ability to use a wrist list to plan and carry out his chores).
1. Jon(age 10) working memory/internalized language
Jon’s story looks at his morning routine compared to Pierre’s morning routines. The task is remembering to do the right thing at the right time. Pierre initiates routine actions at the right time based on internalized information, while Jon more often than not does not initiate the routine actions at the right time; does not appear to be guided by internalized information. Pierre recalls need to initiate nonroutine actions, while Jon does not recall need to initiate nonroutine actions(permission slip signed) and where Pierre was able to become more independent and was motivated by the positive consequence, Jon still struggled with independence even with a positive consequence was set up for him.
2. Conner(age 9) response inhibition
Conner struggled on his camping trip with stopping himself from doing wrong. He couldn’t refrain from initiating actions that were against the group norms (like running to the lake). Even when having fun had difficulty filtering out issues and his emotions. Conner is remorseful about behaviors but this does not appear to decrease subsequent inappropriate behaviors. Unlike Paul who only needed age appropriate external supports, Conner needed his Dad stay in close proximity and remind and redirect him.
3. Amanda (age 4) Shifting Focus (we are all familiar with this behavior)
The task was focusing on making yourself stop thinking about one thing so you can start thinking about (and then do) something else. Amanda even with reminders about the classroom rules, was unable to inhibit her responses. She did not stop her inappropriate response to Deidra’s presence in the red chair even when reminded by the teacher. (I’ve noticed my Autistic kiddos really struggle with this). She had one focus and that was removing the other child from the red chair she thought was hers. Even with suggestions from the teacher, she was not able to think about the situation differently. On the other had we met Celia who needed age appropriate suggestions from the teacher to help her think about other things and then she was able to follow through very competently. Celia learned after being sent to time out a couple of times, that she should respond to reminders from teachers, but with Amanda reminders, redirections and multiple time outs have not brought about any changes in problem behaviors.
4. Marcus (age 7) goal orientation
Marcus was working on making a good plan for what to do and then following the plan and getting it done on time. He lacked planning, self-monitoring and time management skills. Unlike his peer Andrew, Marcus was unable to listen to the teacher and internalize a plan, he was thinking about what his teacher was proud of him for on a previous occasion (writing neatly) so that is what he focused on instead of listening to the teacher and reading the written instructions. He was not able to realize he was off track until the teacher took his paper. Even though his parents worked with him on a reward system it has no effect on his schoolwork. He can carry out an assignment only when paired with another student or when teacher stands by his desk to monitor him.
In all these cases concerned adults intervened by utilizing discipline, or various systems of positive and negative consequences, to influence the child’s behavior. The adults often begin to feel frustrated, angry and unsure of who or what is to blame for the problem. Consistent systems of reward and punishment may work for a child who is lacking structure and motivation, it will not be effective if the child has not acquired the underlying competencies that allow for self-regulation. For those children intervention needs to move to the next level, improving the underlying capacity for self-regulation.
Discipline(behavior management)-motivates the child to act on that capacity.
Coregulation- An adult provides one-on-one support at the point of performance
Empowering children to become more self-directed- Child’s capacity for self-regulation is weak. Child learns self-directed strategies for improving performance (Jon’s ability to use a wrist list to plan and carry out his chores).