Executive Functioning
Executive functioning skills facilitate the behaviors required to plan and achieve goals.
The fundamental skills related to executive function include proficiency in adaptable
thinking, planning, self-monitoring, self-control, working memory, time management,
and organization. These competencies are essential to a child’s growth and learning
ability, and though development begins in early childhood, these skills continue to
progress well into adulthood. Struggling with many executive functions may be a
symptom of a learning difference, such as ADHD or dyslexia. By early adolescence,
your child should begin exhibiting most of the following executive functioning skills:
Adaptable Thinking
Adaptable thinking gives a child the ability to problem solve or adjust to situations when
necessary and overcome instantaneous obstacles. This skill also applies to a child’s
ability to see things from someone else’s perspective. A child who exhibits this type of
cognitive thinking isn’t stumped by everyday hurdles or a difference in opinion. An
example of adaptable thinking is a child who encounters a roadblock on their walk to
school and devises an alternate route.
Planning
A child’s ability to think about the future, create a plan of action, and prioritize the
different working parts is a strong sign of cognitive development. Planning skills allow a
child to make a list of operations designed to effectively accomplish a task and to
adequately determine which aspects are the most important. Some examples of
planning are making a packing list, giving directions, or writing a recipe.
Self-Monitoring
Self-monitoring involves a child’s ability to self-evaluate or comprehend how well he or
she is performing a specific task. Self-monitoring helps children track and reflect on
their progress regarding a specific assignment and understand that adjustments may
need to be made to accomplish the task at hand. An example of positive self-
monitoring is when a child identifies that a mathematics formula isn’t producing the
desired results and checks their work to discover the error.
Self-Control
Self-control addresses a child’s ability to restrain from physical or emotional outbursts.
Impulse control keeps a child from reacting or acting without thinking, while emotional
control helps a child to remain calm and resist the urge to overreact or shutdown due to
criticism or obstacles. An example of effective self-control in terms of executive
function is when a child receives a disappointing score on a test but maintains focus
and absorbs the constructive criticism while staying level-headed and learning from the
mistakes.
Working Memory
Working memory involves a child’s ability to retain and store learned information and
then later put it to use. This skill is crucial to a child’s success in the classroom, as it is
responsible for short-term memory and execution. A strong working memory is
exhibited by a child who successfully remembers and executes the instructions for a
step-by-step drill in gym class.
Time Management
Time management concerns a child’s ability to properly organize a schedule, complete
tasks on time, and maintain patience throughout assignments. Time management is
imperative for a child in an array of scenarios as it facilitates the ability to jump from
task to task and enhances productivity, punctuality, and goal setting skills. An example
of good time management is the completion of a multi-step project before the deadline
without rushing or compromising on quality.
Organization
Organization skills address a child’s ability to efficiently arrange materials or thoughts
in an orderly fashion. Organization is vital to a child’s growth and development as it
allows them to tell a succinct story or keep track of possessions. Efficient organization
is displayed when a child designates a distinct folder or notebook to each school
subject or consistently maintains any sort of systematic method.
