[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-642738-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-642738-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","executive-functions-sandbox-skills-for-active-learning-adjusting-to-expectations-being-independent-making-good-decisions","Executive functions sandbox - Skills for active learning, adjusting to expectations, being independent, making good decisions","","Executive functions and self-regulation in the early years and primary focus on core skills for active learning: inhibition, working memory, and shifting, supported by self-regulation practices that build independence and better decision-making. The resource highlights myth-busting claims about needing executive functions only for struggling children, emphasizing that these skills can be trained and benefit all learners. It also covers universal supports as less stigmatizing, evidence review points, and diverse regulation trajectories including emotion regulation and screening guidance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/executive-functions-sandbox-skills-for-active-learning-adjusting-to-expectations-being-independent-making-good-decisions/642738/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/executive-functions-sandbox-skills-for-active-learning-adjusting-to-expectations-being-independent-making-good-decisions/642738.png","ImageObject",300,407,{"name":42,"@type":43},"River Wang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-23",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are the key executive function skills discussed in the resource?","Question",{"text":63,"@type":64},"The resource highlights inhibition, working memory, and shifting as core executive functions supporting self-regulation in early years and primary learners.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the resource address myths about executive functions only helping struggling children?",{"text":68,"@type":64},"It emphasizes that executive functions and self-regulation can be trained, and gradients in the data suggest everyone can benefit from improving EF and SR.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the resource suggest to do when a child shows behaviours like reluctance or temper tantrums?",{"text":72,"@type":64},"It recommends considering underlying mechanisms before deciding the target; for example, reluctance to play outside may relate to extra support needed for transitions rather than disliking the weather.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},642738,1792993530,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","Executive functions sandbox  \nProf Sara Baker  \n[stb32@cam.ac.uk](stb32@cam.ac.uk)  \n@SaraBCam  \nExecutive functions and  \nself-regulation in the early years and primary  \nSkills for active learning, adjusting to expectations, being independent, making‘good’ decisions  \nExecutive functions and  \nself-regulation in the early years and primary  \nExecutive functions:  \nInhibition  \nWorking memory  \nShifting  \nEarly Years Library resource on self-regulation  \nMyth busting  \nExecutive functions matter only for children who are struggling on the fringes .  \nExecutive functions can be trained with‘brain games’.  \nOnce developed, we don’t need to focus on executive functions any more .  \nExecutive functions and  \nself-regulation in the early years and primary  \nHuizinga, Dolan and Van Der Molan (2006)  \nAdobe stock photo  \nExecutive functions and self-regulation as a foundation for lifelong learning  \nGradients in the data suggest everyone can benefit from improving EF and SR.  \nWhile children from lower income backgrounds tend to have weaker EF skills at school entry and can particularly benefit from EF support, all children face EF/ SR challenges . Universal supports can be less stigmatizing and ensure nobody misses out.  \nExecutive functions and self-regulation  \nEEF evidence review  \nExecutive functions and  \nself-regulation in the early years and primary  \nDiverse trajectories of regulation  \ne.g. emotion regulation and the pandemic cohort  \nScreening tool  \n(Strengths and Difficulties Questionnaire):  \nOften has temper tantrums or hot tempers  \nConstantly fidgeting or squirming  \nCan stop and think things out before acting  \nSees tasks through to the end, good attention span  \nExecutive functions and  \nself-regulation in the early years and primary  \nEF skills may be at the root of other behaviours . Consider the mechanisms before deciding on the target.  \nFor example, if a child is reluctant to play outside, it might be because they need extra support with transitions during the day (as opposed to not liking the cold weather) .  \nUnsplash","cbCaih3W6pTE2BhG","https://ap.wps.com/l/cbCaih3W6pTE2BhG","pdf",3258135,"English","# Executive functions and self-regulation\n## Core executive functions\n## Myth busting and training brain games\n## Universal supports and stigma reduction\n## Evidence review and diverse trajectories\n## Screening tool and observation examples\n## Mechanisms before choosing targets","[{\"question\":\"What are the key executive function skills discussed in the resource?\",\"answer\":\"The resource highlights inhibition, working memory, and shifting as core executive functions supporting self-regulation in early years and primary learners.\"},{\"question\":\"How does the resource address myths about executive functions only helping struggling children?\",\"answer\":\"It emphasizes that executive functions and self-regulation can be trained, and gradients in the data suggest everyone can benefit from improving EF and SR.\"},{\"question\":\"What does the resource suggest to do when a child shows behaviours like reluctance or temper tantrums?\",\"answer\":\"It recommends considering underlying mechanisms before deciding the target; for example, reluctance to play outside may relate to extra support needed for transitions rather than disliking the weather.\"}]","Executive functions sandbox - Skills for active learning, adjusting to expectations, being independent, making good decisions | PDF",1792722751]