Lisa Kuh, Somerville’s Director of Early Education, has started the Somerville Early Education blog. For a good introduction and number of helpful links, see two posts Lisa wrote on Executive Function & 21st Century Skills:
Executive Function & 21st Century Skills – Part 1: Making Choices and Environmental Design
Executive Function Part 2: Tools to Support Choice Making & Self-Regulation
In Lisa’s words:
This post is the first in a series about how children move through environments and the role of self-directed activity, classroom schedules and room arrangement, and what “counts” as choice time in school and at home.
A young child moves across the room to put away her supply box. For some of us a simple task. For the young child, a potential obstacle course where many things can happen along the way – an accidental bump of a peer turns into a conflict; a joyful conversation with a friend ensues; difficulty figuring out how to get from one side of the room to another during a high traffic time. We take for granted what goes into getting from one place to the next. But young children need time and modeling to make these excursions successful and also develop important cognitive and motor abilities while doing so.
Executive function skills support planning, completing and evaluating tasks, and oversee communication exchanges (Cognitive Connections – Sarah Ward, FAQ). Executive function is like the air traffic control system for the body and mind (The Art of Control). It helps us to understand a series of steps such as: come into the classroom, put my things away, wash hands, go to the rug – and to make choices about how to approach tasks. Many children need previewing and practice for their executive function systems to work efficiently and for some children, this must be an important part of their day – and not just with arrival and clean up routines.
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