Informing the Development of School-Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions
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| Title: | Informing the Development of School-Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions |
|---|---|
| Language: | English |
| Authors: | Grammer, Jennie K. (ORCID |
| Source: | Mind, Brain, and Education. Nov 2023 17(4):383-390. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Executive Function, Academic Achievement, School Activities, Evidence Based Practice, Cognitive Development |
| DOI: | 10.1111/mbe.12368 |
| ISSN: | 1751-2271 1751-228X |
| Abstract: | In recent years awareness of the importance of executive function (EF) skills for students' academic growth has increased. Research suggests that experience in school promotes EF development; however, recommendations regarding evidence-based practices that educators can use to support EF in their classrooms are limited. Here we outline two main reasons that this may be the case. First, there are significant challenges in the measurement of EF, which have implications for our understanding of how children use EF skills in support of learning in the moment and in real-world settings like the classroom. Second, there is limited direct research on the types of classroom experiences that promote EF. In describing both, we highlight emerging evidence and new methods that are helping us better understand the development of EF and the ways in which school experiences shape this growth, which will ultimately inform the development of school-based strategies to promote these skills. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1401500 |
| Database: | ERIC |
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| Abstract: | In recent years awareness of the importance of executive function (EF) skills for students' academic growth has increased. Research suggests that experience in school promotes EF development; however, recommendations regarding evidence-based practices that educators can use to support EF in their classrooms are limited. Here we outline two main reasons that this may be the case. First, there are significant challenges in the measurement of EF, which have implications for our understanding of how children use EF skills in support of learning in the moment and in real-world settings like the classroom. Second, there is limited direct research on the types of classroom experiences that promote EF. In describing both, we highlight emerging evidence and new methods that are helping us better understand the development of EF and the ways in which school experiences shape this growth, which will ultimately inform the development of school-based strategies to promote these skills. |
|---|---|
| ISSN: | 1751-2271 1751-228X |
| DOI: | 10.1111/mbe.12368 |
