Executive Function and Social-emotional Competence
Photo by Patricia Prudente on Unsplash
A recent communityplaythings.com article explores how “Strengthening Executive Function Builds Social-Emotional Competence in Young Learners”
In a July 2024 article for communityplaythings.com Renae Ouillette discusses the growing recognition of the crucial connection between executive function (EF) and social-emotional competence in young learners, noting, “EF forms the foundation upon which children build their abilities to regulate emotions, form relationships, and navigate social situations effectively. Research shows that strong EF in early childhood predicts more positive social relationships, school success, and emotional well-being later in life.”
EF skills, the key components of which are inhibitory control, working memory, and cognitive flexibility, are mostly controlled by the frontal lobes of the brain, especially the prefrontal cortex, which is “the last area of the brain to develop, often not maturing until our mid-twenties”. The limbic system, our ‘early warning’ response to perceived danger, develops early, from when in early human history, survival depended on quick action. Ouillette notes, “Because our limbic system cannot distinguish between a real threat and a perceived one, our emotional responses can sometimes be more intense than necessary…. When our emergency alarm system goes off, our prefrontal cortex goes offline inhibiting our ability to think logically. One of the most important roles of parents, caregivers, and educators is to help young children build neural pathways that strengthen the ability to be more reflective and less reactive when not in physical danger. This requires that adults understand and manage their emergency alarm systems to model and support EF development.”
One evidence-based technique that has proven effective in improving EF in both adults and children is mindfulness. Ouilette suggests that, “By promoting mindfulness practices within the early childhood settings, educators help young learners develop fundamental cognitive skills including attention control and mental processing.”
The article discusses how many behaviour management programs in schools currently “focus on remediating children’s challenging behaviors including inattention, anger, and aggression rather than teaching all student how to control inhibition, effectively process and mange information, and become flexible thinkers.”
The article recommends several practical strategies for promoting EF skills in young learners:
Establishing predictable routines and clear expectations to help children feel secure and know what to expect.
Providing time for open-ended play and problem-solving, which encourages creativity, flexibility, and critical thinking.
Modeling and teaching mindfulness and relaxation techniques to help children recognize and manage their emotions effectively.
Integrate choice-making and self-direction with decreasing supervision into learning activities.
Modeling positive social behaviors and conflict resolution strategies through everyday interactions and classroom activities.
Offering plenty of opportunities for guided play and group activities that promote cooperation, communication, and teamwork.