Margaret Watkinson

I work with the under 5 set. Every day, me and my team (husband and co-teacher) nudge 2, 3 and 4 year olds as they play, argue, damage, pull, touch, hurt, create, discover, dump, clean, eat, dress, yell, sing, speak softly their way to their next developmental milestone. And we love (most!) every minute of our days with these littles!

The development of the prefrontal cortex matures in the early to mid 20’s. Examples of ‘behaviors’ that relate to executive function are things like task initiation, completing that task, paying attention to something specific, planning ahead, establishing priorities, following directions with mulitple steps, organizing, the ability to shift focus, remember details, regulate emotions and understanding different points of view.

I know adults who struggle with some of these tasks; I would submit we all do. I also know very young children who, even with consideration of their developmental stage, are able to master some of these skills. I have said it before but it bears repeating. These are the skills and abilities that develop on a continuum.

As a teacher of young children, I look for and find numerable, naturally occurring opportunities for all children to develop their executive function abilities. Ignoring these opportunities or interfering with their progress by “over” helping lead to disabling children’s growing independence and capacity for high level play, teamwork and overall abilities.

Over the next few blog entries, I will explore aspects of executive function development approaches in our classroom of young children, specifically preschoolers.

Starting a task: Task initiation is a real struggle. Entering into the classroom space, play area, art activity requires leaving what they were previously doing behind. Despite the familiar aspects- that specific toy or toys, the way things are set up, previous experience with materials or the kids already there (or not!)- the entering 3 year old may really struggle with what may seem, the simple task of joining another child, collecting desired toys, deciding where to sit, or verbalizing an idea.

How do we know? Knowing the child’s temperament, how they approach novel experiences or how they are affected by others, their language skills or their perceptions of what may or may not be successful help me to help them get started.

Solution: What I have observed and know about the child will inform what I do to help that child get what they need to find their own success! Are they eyeing a specific toy or material, specific paint or art material that someone else is using? It may help to direct attention to the fact of similar or identical items that are available, especially if the child struggles with how to use something and rely on what others are doing for their idea. Copying is the first form of learning, and the thought of using an alternative item just doesn’t occur to them.

Sometimes, they truly want exactly what the other child has. They don’t know how to get it, or if they will get it. This will translate to the child either getting very frustrated, standing and watching or to taking the item out of the hand/away from others or sometimes crying. With a little experience and trust building, they will accept and use the verbal prompts provided by teachers. “Can I have it when you are done”

Other times, a child may SEEM as though they want to join another, use the materials together to create something more complex. This is especially true when the child already playing has something ‘really cool’ going- complex structures and play scenarios. However, when the child who seems like they want to join rebuffs all ideas for how to get in there, it becomes clear that what they really want is the materials. They want to get their own thing going. Ahh…. let’s see. “Do you want to play with blocks?”. “yes.”. “What about the cars”. “yes.”. Hmmm. Once I (the teacher sits down and begins collecting the unused materials (unused by the first child) and start building, the child who wasn’t sure how to begin takes off. They never wanted to play WITH the other child, they wanted the materials and didn’t see that there were plenty to go around.

Sometimes kids just need specific, thoughtful questions whereby the answer reveals to them what to do next. Or provides options. “We are going outside. What do we need to do first? Second? next?” Sometimes we just need to make an observation. “hmmm. Looks like …” and that is the clue to take action.

The trick to helping kids to begin a task is to expect them to do whatever they can do for themselves. Provide the least amount of support that they need to begin the task themselves. Often, task initiation begins in their head- their thoughts. Verbal observations, or physical ‘examples’ to jog the cognitive process and then giving the child plenty of time to observe, think, plan and then do what they can to join in with others or independently will lead to kids getting themselves involved in the activities and play available.