College of Education and Human Development

Center for Early Education and Development

Tip sheets: executive function

Our evidence-based tip sheets for early childhood professionals break topics down into two parts: theory (Introducing It) and practice (Applying It). These tip sheets explore key components of executive function and the role of co-regulation. They also dip into new research on how culture and context shape children’s behaviors in different environments.

References

  1. Carlson, S. M., Zelazo, P. D., & Faja, S. (2013). Executive function. In P. D. Zelazo (Ed.), Oxford handbook of developmental psychology (Vol. 1, pp. 706–743). New York: Oxford University Press.
  2. Kendall-Taylor, N., Erard, M., Davey, L., & Simon, A. (2010). Air traffic control for your brain: Translating the science of executive function using a simplifying model. Washington, DC: FrameWorks Institute.
  3. Knost, L. R. (2013). The gentle parent: Positive, practical, effective discipline. Little Hearts Books.
  4. Rosanbalm, K.D., & Murray, D.W. (2017). Caregiver Co-regulation Across Development: A Practice Brief. OPRE Brief #2017-80. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  5. Winfrey, O., & Perry, B. D. (2021). What happened to you?: Conversations on trauma, resilience, and healing. Flatiron Books.
    Doebel, S. (2020). Rethinking executive function and its development. Perspectives on Psychological Science, 15(4), 942–956. https://doi.org/10.1177/1745691620904771
  6. Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126(1), 109-114.
  7. Moffett, L., Flannagan, C., & Shah, P. (2020). The influence of environmental reliability in the marshmallow task: An extension study. Journal of experimental child psychology, 194, 104821.
  8. Miller-Cotto, D., Smith, L. V., Wang, A. H., & Ribner, A. D. (2021). Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families. Infant and Child Development, DOI: 10.1002/icd.2286.

References

  1. Sophia Magro, Center for Early Education and Development (2023). Introducing it: Understanding and recognizing the effect of trauma on young children. Minneapolis MN: University of Minnesota. https://z.umn.edu/effects-trauma.
  2. Sophia Magro, Center for Early Education and Development (2023). Applying it: Responding to the effects of trauma on young children. Minneapolis MN: University of Minnesota. https://z.umn.edu/effects-trauma.
  3. National Scientific Council on the Developing Child (2010). Persistent Fear and Anxiety Can Affect Young Children’s Learning and Development: Working Paper No. 9. Retrieved from www.developingchild.harvard.edu.
  4. Seigel, D. & Bryson, T. P. (2012). The Whole Brain Child. New York: Bantam Books Trade Paperbacks.
  5. 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. Retrieved from www.developingchild.harvard.edu.