Executive Function & Self-Regulation

Executive function and self-regulating skills depend on three types of brain function:

• Working memory governs our ability to retain and mainpulate distinct pieces of information over short periods of time.
• Mental flexibility helps us to sustain or shift attention in response to different demands or to apply different rules in different settings.
• Self-contol enables us to set priorities and resist impulsive actions or responses.

These functions are highly interrelated, and the successful application of executive function skills requires them to operate in coordination with each other.

Children aren't born with these skills--they are born with the potential to develop them. Some may need more support than others to develop these skills. In other situations, if children do not get what they need from their relationships with adults and the conditions in their environments--or (worse) if those influences are sources of toxic stress--their skill development can be delayed or impaired. Adverse environments resulting from neglect, abuse, and/or violence may expose children to toxic stress, which can disrupt brain architecture and impair the development of executive function.

Providing the support that children need to build these skills at home, in early care and education programs, and in other settings they experience regularly is one of society's most important responsibilities. Growth-promoting environments provide childern with "scaffolding" that helps them practice necessary skills before they must perform them alone. Adults can facilitiate the development of a child's executive function skills by establishing routines, modelling social behavior, and creating and maintaining supportive, reliable relationships.

Children aren’t born with these skills—they are born with the potential to develop them. Some children may need more support than others to develop these skills. In other situations, if children do not get what they need from their relationships with adults and the conditions in their environments—or (worse) if those influences are sources of toxic stress —their skill development can be seriously delayed or impaired. Adverse environments resulting from neglect , abuse, and/or violence may expose children to toxic stress, which can disrupt brain architecture and impair the development of executive function.