Informing the Development of School-Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions

Autor/inn/en	Grammer, Jennie K.; Ahmed, Sammy F.
Titel	Informing the Development of School-Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions
Quelle	In: Mind, Brain, and Education, 17 (2023) 4, S.383-390 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grammer, Jennie K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12368
Schlagwörter	Executive Function; Academic Achievement; School Activities; Evidence Based Practice; Cognitive Development + Suchen Sie Ihr Suchwort? Schulleistung; Kognitive Entwicklung
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01