Brain Development and Self-Regulation in Young Children
Executive
function skills develop through positive adult interactions and positive
learning experiences early on in life and are entwined with emotional
well-being (Blair & Diamond
2008, Florez, 2011). The Center on the Developing Child refers to
executive functioning as, “the ability to hold onto and
work with information, focus thinking, filter distractions, and switch
gears…like an airport having a highly effective air traffic control system to
manage the arrivals and departures of dozens of planes on multiple runways,.”
Executive functioning and self-regulation skills rely on: working memory,
mental flexibility, and self-control (Center on the Developing Child, 2011.).
Biologically
the brain is prepared and expecting to be shaped by experience according to Dr.
Jack Shonkoff at the Center on the Developing Child at Harvard University. Young children develop higher mental functions as they
learn from others and their environment (Tools of the Mind, 2013). Specifically, Elena Bodrova and Deborah Leong’s Vygotskian philosophy
website Tools of the Mind defines three categories
of executive functioning
“Inhibitory
control is the ability to resist a strong inclination
to do one thing and instead do what is most appropriate or needed (e.g., instead
of grabbing the toy he wants from another child, a preschooler might think of a
social strategy he could use to get the toy, like asking for a turn or offering
the child another toy).
Working
memory refers to the ability to hold information in
mind, while mentally working with or updating it. Working memory makes it
possible to reflect on one’s thinking (meta-cognition) and is critical to one’s
ability to see connections between seemingly unconnected things, which is the
essence of creativity.
Cognitive
flexibility is defined as being able to switch between
thinking about two different things or to think about several concepts at the
same time. Cognitive flexibility helps children successfully navigate social
interactions, as they learn to take the perspective of other people and to
examine a situation from a different viewpoint. Cognitive flexibility is also
needed for problem solving, especially when a novel or ill-defined problem
calls for “thinking outside the box.”” (Tools of the Mind, 2013).
Social and cognitive experiences for young children
should not be separate experiences. They build upon one another. Being able to utilize cognitive skills,
understand social nuances, and manage physical abilities in multiple ways is
essential to life long skill development and learning. Positive learning comes from nurturing and trusting environments.
Dr. Shonkoff ultimately reminds us, when children experience stress,
instability, or neglect they are more susceptible to higher prevalence of
physical and mental health problems as well as learning and developmental
disabilities. In the first few years of life 700neural connections are made, so it is important to make those years constructive
(Center for the Developing Child, n.d.).
Educators working with children with need to have strong
self-regulation skills themselves (Florez, 2011). Adults can promote children’s
self-regulation and brain development by increasing engagement through
child-centered and choice-driven activities because children will be more
inclined to learn when they enjoy or are interested in what they are doing (Garfinkle
& Wolery, 2002; Palmer, et al, 2013). Promoting engagement among children
with and without special needs is of the utmost importance because meaningful tasks
drive children’s learning and ability to decide and focus in the future (Erwin & Brown, 2003; Odom
& Bailey, 2000; Skinner, Kindermann, & Furrer, 2009; Palmer et al,
2013).
Developing
young children’s self-regulation skills does not necessarily require an
entirely new curriculum, for strategies and activities can be integrated into
daily activities (Florez, 2011; Pretti-Frontczak &
Bricker, 2004). Children acquire these skills gradually and at individual
rates, therefore our expectations and challenges for children will differ
(Florez, 2011). Children need a variety of imbedded opportunities to practice
their developing skills with peers and adults to support their increasing
neural connections. Children with special needs benefit from engagement
that focuses on their interactions with the environment, adults and peers in
ways that motivate them to take on challenges and make choices to the best of
their abilities (McWilliam and Casey, 2008; Palmer, et al, 2013).
When
integrating technology into early learning the word “interaction” is key. Dr.
Shonkoff notes that behavioral, mental and neuroscience research have found
that the brain is ready to be shaped by experience and interaction. Children’s
interactions with adults rely on cause and effect or initiation and response. A
child who struggles with communication, memory, or sharing will only gain
limited knowledge through static interaction with a technological device;
however, when that same child is nurtured with additional conversation,
physical closeness and playful initiations the experience becomes more embedded
and natural.
What are
some resources you have found on Brain development and self-regulation?
We welcome
the sharing of ideas and additions to our posts, for they only represent a
small window into much broader topics of conversation, practice and research
The In Brief series
provided by the Center on the Developing Child at Harvard University
can provide further videos and reports regarding brain research and child
development.
References and Resources:
Bodrova, E., Leong, D. J., & Akhutina, T.
V. (2011). When everything new is well-forgotten old: Vygotsky/Luria insights
in the development of executive functions. In R. M. Lerner, J. V. Lerner, E. P.
Bowers, S. Lewin-Bizan, S. Gestsdottir, & J. B. Urban (Eds.), Thriving in
childhood and adolescence: The role of self-regulation processes. New Directions for Child and Adolescent
Development, 133, 11–28. DOI:
10.1002/cd.
Center on the Developing Child. (N.D.). In
brief: The science of early childhood development. Retrieved [05-January-2014]
from http://developingchild.harvard.edu/resources/
Center on the Developing Child at Harvard
University. (2011). Building the Brain’s “Air Traffic Control” System: How
Early Experiences Shape the Development of Executive Function: Working Paper
No. 11. http://www.developingchild.harvard.edu
Center on the Developing Child. (N.D.). In
brief: Executive function: Skills for learning and life. Retrieved
[05-January-2014] from http://developingchild.harvard.edu/resources/
Florez, I.R. (2011). Developing young
children’s self-regulation through everyday experiences. Retrieved from https://www.naeyc.org/files/yc/file/201107/SelfRegulationFlorezOnlineJuly2011.pdf.
Palmer, S.B. Summers, J.A., Brotherson, M.J.,
Erwin, E.J., Maude, S.P., Stroup-Rentier, V., Wu, H., Peck, N.F., Zheng, Y.,
Weigel, C.J., Chu, S. McGrath, G.S., Haines, S.J. (2013). Foundations for
self-determination in early childhood: An inclusive model for children with
disabilities. Topices in Early Childhood
Special Education, 33(1), 38-47.
Pretti-Frontczak,
K. & Bricker, D.D. (2004). An activity-based approach to early intervention
(3rd ed.). Baltimore, MD: P.H. Brookes Publishing.
Tools of the Mind. (2013). Glossary.
Retrieved [January 9, 2014] from http://www.toolsofthemind.org/philosophy/glossary/#hmf.
