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Self-regulation and Executive Functioning skills are tightly interconnected. A well regulated child is available for learning and using their Executive Functioning skills.
Self-regulation and Executive Functioning skills are tightly interconnected. A well regulated child is available for learning and using their Executive Functioning skills.
Both self-regulation and Executive Functioning skills are needed and develop gradually throughout the whole life (The Center on the Developing Child, Harvard).
Both self-regulation and Executive Functioning skills are needed and develop gradually throughout the whole life (The Center on the Developing Child, Harvard).
A calmly alert and focused student feels safe and secure to engage in learning.
A calmly alert and focused student feels safe and secure to engage in learning.
(Porges, 2011; Shanker, 2013).
(Porges, 2011; Shanker, 2013).
Students and educators experience stressors across the five domains: biological, emotional, cognitive, social and prosocial. These stressors are continuously impacting changes in students' level of arousal, throughout the day, that further impact their engagement and availability for learning processes and the use of executive functioning skills (Shanker, 2016).
Students and educators experience stressors across the five domains: biological, emotional, cognitive, social and prosocial. These stressors are continuously impacting changes in students' level of arousal, throughout the day, that further impact their engagement and availability for learning processes and the use of executive functioning skills (Shanker, 2016).
Students need to have their thinking brain (blue brain) online to practise and demonstrate self-regulation skills as they are defined in Growing Success. When a student is affected by stressors, he/she becomes dysregulated (up-regulated or down-regulated). Therefore, his/her ability to access and build executive functioning skills (working memory, self-control and mental flexibility) and their blue brain is diminished.
Students need to have their thinking brain (blue brain) online to practise and demonstrate self-regulation skills as they are defined in Growing Success. When a student is affected by stressors, he/she becomes dysregulated (up-regulated or down-regulated). Therefore, his/her ability to access and build executive functioning skills (working memory, self-control and mental flexibility) and their blue brain is diminished.
Adapted from Calm Alert & Happy https://www.gov.on.ca/childcare/Shanker.pdf
Growing Success lists the following self-regulation skills:
Growing Success lists the following self-regulation skills:
Setting own individual goals and monitoring progress towards achieving them
Seeking clarification or assistance when needed
Assessing and reflecting critically on own strengths, needs, and interests
Identifying learning opportunities, choices, and strategies to meet personal needs and achieve goals
Persevering and making an effort when responding to challenges
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"The development of self-regulation continues across the lifespan."
"The development of self-regulation continues across the lifespan."
(Butler et. al, 2016)
(Butler et. al, 2016)
Be mindful of how learning environments and interactions can help and/or hinder the development of self-regulation and consequently Executive Functioning skills.
With the resources below, explore how supports for Executive Functioning and self-regulation skills, in various environments and interactions, can lead to empowered learning for all students.
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