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In the brain, the ability to hold ontoand work with information, focusthinking, filter distractions, andswitch gears is like an airport havinga highly effective air traffic controlsystem to manage the arrivals anddepartures of dozens of planes onmultiple runways. Scientists referto these capacities as executive

function and self-regulationa setof skills that relies on three typesof brain function: working memory,mental flexibility, and self-control.Children arent born with theseskillsthey are born with thepotential to develop them. Thefull range of abilities continues togrow and mature through the teenyears and into early adulthood. Toensure that children develop thesecapacities, its helpful to understand

how the quality of the interactions and experiencesthat our communities provide for them eitherstrengthens or undermines these emerging skills.

1When children have had opportunities todevelop executive function and self-regulationskills successfully, both individuals and societyexperience lifelong benefits.

l School AchievementExecutive function skillshelp children remember and follow multi-stepinstructions, avoid distractions, control rashresponses, adjust when rules change, persist

at problem solving, and manage long-termassignments. For society, the outcome is a better-educated population capable of meeting thechallenges of the 21st century.

l Positive BehaviorsExecutive functions helpchildren develop skills of teamwork, leadership,decision-making, working toward goals, criticalthinking, adaptability, and being aware of our ownemotions as well as those of others. For society, theoutcome is more stable communities, reductions incrime, and greater social cohesion.

l Good HealthExecutive function skills help peoplemake more positive choices about nutrition and

exercise; to resist pressure to take risks, try drugs, or

have unprotected sex; and to be more conscious of

safety for ourselves and our children. Having goodexecutive function primes our biological systems ancoping skills to respond well to stress. For society, toutcome is a healthier population, a more productiworkforce, and reduced health care costs.

l Successful WorkExecutive function skills increasour potential for economic success because weare better organized, able to solve problems thatrequire planning, and prepared to adjust to changcircumstances. For society, the outcome is greaterprosperity due to an innovative, competent, andflexible workforce.

2The critical factors in developing a strongfoundation for these essential skills are chil-

drens relationships, the activities they have oppotunities to engage in, and the places in which theylive, learn, and play.

RelationshipsChildren develop in an environmenrelationships. This starts in the home and extends caregivers, teachers, medical and human servicesprofessionals, foster parents, and peers. Children amore likely to build effective executive function skiif the important adults in their lives are able to:l Supporttheir efforts;l Modelthe skills;

I N B R I E F |

Research on the developing brain shows us that early childhood experiences buildthe foundation for a skilled workforce, a responsible community, and a thriving

economy. A new evidence base has identified a set of skills that are essential forschool achievement, for the preparation and adaptability of our future workforce, anfor avoiding a wide range of population health problems.

A series of brief

summaries of

essential findings

from recent

scientific

publications and

presentations by

the Center on the

Developing Child at

Harvard University.

Tests measuring different forms of executive function skills indicate that they begindevelop shortly after birth, with ages 3 to 5 a window of opportunity for dramatic growin these skills. Development continues throughout adolescence and early adulthood.

E X E C U T I V E F U N C T I O N : S K I L L S F O R L I F E

A N D L E A R N I N G

8/10/2019 InBrief - Executive Function - Skills for Life and Learning

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l Engagein activities in which they practice the skills;l Providea consistent, reliable presence that young

children can trust;l Guidethem from complete dependence on adults

to gradual independence; andl Protectthem from chaos, violence, and chronic

adversity, because toxic stress caused by theseenvironments disrupts the brain circuits requiredfor executive functioning and triggers impulsive,act-now-think-later behavior.

ActivitiesBuilding these abilities in young childrenrequires communities and caregivers to provide andsupport experiences that promote emotional, social,cognitive, and physical development broadly, includ-ing a range of strategies that:l Reduce stressin childrens lives, both by addressing

its source and helping them learn how to cope with itin the company of competent, calming adults;

l Foster social connection and open-ended creativeplay, supported by adults;

l Incorporate vigorous physical exerciseinto dailyactivities, which has been shown to positively affectstress levels, social skills, and brain development;

l Increase the complexity of skills step-by-step by

finding each childs zone of being challenged bnot frustrated; and

l Include repeated practiceof skills over time bysetting up opportunities for children to learn in thepresence of supportive mentors and peers.

PlacesThe home and other environments wherechildren spend most of their time must:l Feel (and be) safe;l Provide space for creativity, exploration, and exercl Be economically and socially stablein order to

reduce the anxiety and stress that come withuncertainty or fear.

3If children do not get what they need from theirrelationships with adults and the conditions intheir environmentsor (worse) if those influences asources of toxic stress their skill development canbe seriously delayed or impaired. That said, scienceshows that there are opportunities throughout develment to provide children, adolescents, and the adultwho care for them with the relationships, environme

and skill-building activities that will enhance their executive function capacities. Its just easier, less costland more effective to get them right from the start.

The authors

gratefully

acknowledge the

contributions of the

National Governors

Association Center

for Best Practices

and the National

Conference of State

Legislatures.

POLICY IMPLICATIONSlEfforts to support the development of these skills deserve much greater attention in the design of

early care and education programs.Policies that emphasize literacy instruction alone could increasetheir effectiveness by including attention to the development of executive function skills.

lTeachers of young children would be better equipped to understand and address behavioral and learn-ing challenges in their classrooms if they had professional training in the development of executive

function skills.Teachers are often the first to recognize serious problems with a childs ability to controlimpulses, focus attention, stay organized, and follow instructions. The consequences of mislabelingthese problems as bad behavior can lead to a highly disrupted classroom, preventable expulsions, orthe inappropriate use of psychotropic medications.

lFor young children facing serious adversity, policies that combine attention to executive function andreducing the sources of toxic stress would improve the likelihood of success in school and later in life.Adverse conditions such as abuse, neglect, community violence, and persistent poverty can disrupt brainarchitecture and place children at a disadvantage with regard to the development of their executive func-tion skills. Lessons learned from interventions that have successfully fostered these skills hold consider-able promise for incorporation into home visiting, parent education, and family support programs.

lAdult caregivers need to have these skills in order to support their development in children. Programssuch as job-skills training that intentionally build executive function and self-regulation capacities in

adult caregivers not only help them become more economically secure, but they also enhance theirability to model and support these skills in children.

For more information, see Building the Brains Air Traffic Control System: How Early Experiences Shape the Developmeof Executive Function and the Working Paper series from the Center on the Developing Child at Harvard University.

www.developingchild.harvard.edu/resources/

ALSO IN THIS SERIES:INBRIEF: The Science of Early Childhood DevelopmentINBRIEF: The Impact of Early Adversity on Brain DevelopmentINBRIEF: Early Childhood Program EffectivenessINBRIEF: The Foundations of Lifelong HealthINBRIEF: Early Childhood Mental Health

www.developingchild.harvard.edu