Introduction

Executive function: that aspect of brain organization, generally located within the prefrontal cortex, that coordinates attention and memory and controls behavioral, emotional responses for the purpose of attaining a goal.
It also includes speed of information processing, cognitive flexibility, inhibitory control, and planning.

Inhibition and Flexibility

In early childhood, executive functioning involves developmental advances in cognitive inhibition, cognitive flexibility, and delay of gratification.
Inhibition: the ability to stop a response, (such as grabbing a forbidden treat)--also includes the ability to resist distractions and control what you pay attention to.
Young children demonstrate inhibitory control in a preschool classroom when they wait their turn to contribute to discussions during circle time rather than shouting out what they are thinking.
Cognitive flexibility: ability to switch focus as needed
Young children demonstrate cognitive flexibility in a classroom when they can easily change rules or routines when called on to do so .
Transitions also relates to frustration/tolerance.
- How do students respond when there is a change of events? What do they do when the rules change, and they need to be “flexible”; children will react differently based on temperament and skills

Researchers found that advances in executive functioning during preschool years are linked with math skills, school readiness, language development and potentially more so than IQ
Children ages 3-11 with better inhibitory control, less likely to engage in risk-taking behaviors and drug use in adolescent years; and almost 30 years later had better physical and mental health, better earnings, and reported greater happiness

Children engaging in imaginative play are more likely to be sociable with peers, able to think flexibly and creatively, better emotional regulation skills, and theory of mind
Thibodeau and colleagues randomly assigned children to participate in either a pretend play intervention, a non-imaginative play intervention, or a control condition; only those who were assigned to pretend play condition showed improved EF skills
In another study, reading stories that were “silly” and were unexpected, promoted the development cognitive flexibility in preschoolers compared to those who were not read the silly stories.
These studies demonstrated short term gains, further research investigating long-term contribution
Effects of play may be larger for those from low to middle class backgrounds. Findings are especially promising for individuals form low SES background, policy for UPK nation-wide and programming
Indirect contributing factors: sleep, nutrition, health, excess stress, contextual factors

Executive function: that aspect of brain organization, generally located within the prefrontal cortex, that coordinates attention and memory and controls behavioral, emotional responses for the purpose of attaining a goal.
It also includes speed of information processing, cognitive flexibility, inhibitory control, and planning.

In early childhood, executive functioning involves developmental advances in cognitive inhibition, cognitive flexibility, and delay of gratification.
Inhibition: the ability to stop a response, (such as grabbing a forbidden treat)--also includes the ability to resist distractions and control what you pay attention to.
Young children demonstrate inhibitory control in a preschool classroom when they wait their turn to contribute to discussions during circle time rather than shouting out what they are thinking.
Cognitive flexibility: ability to switch focus as needed
Young children demonstrate cognitive flexibility in a classroom when they can easily change rules or routines when called on to do so .
Transitions also relates to frustration/tolerance.
- How do students respond when there is a change of events? What do they do when the rules change, and they need to be “flexible”; children will react differently based on temperament and skills

Researchers found that advances in executive functioning during preschool years are linked with math skills, school readiness, language development and potentially more so than IQ
Children ages 3-11 with better inhibitory control, less likely to engage in risk-taking behaviors and drug use in adolescent years; and almost 30 years later had better physical and mental health, better earnings, and reported greater happiness

Children engaging in imaginative play are more likely to be sociable with peers, able to think flexibly and creatively, better emotional regulation skills, and theory of mind
Thibodeau and colleagues randomly assigned children to participate in either a pretend play intervention, a non-imaginative play intervention, or a control condition; only those who were assigned to pretend play condition showed improved EF skills
In another study, reading stories that were “silly” and were unexpected, promoted the development cognitive flexibility in preschoolers compared to those who were not read the silly stories.
These studies demonstrated short term gains, further research investigating long-term contribution
Effects of play may be larger for those from low to middle class backgrounds. Findings are especially promising for individuals form low SES background, policy for UPK nation-wide and programming
Indirect contributing factors: sleep, nutrition, health, excess stress, contextual factors