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Objectives: A. Understand that Shifting is an executive function confined to working memory. B. Appreciate Shifting for its mysterious nature and unique features, including that the collaborative presence of the other two core EF components is prerequisite. C. Identify common classroom behaviours that reflect Shifting and school readiness. The third component of the three-component model of executive function is Shifting, our ability to switch our focus of attention within wo

Objectives: A. Define “prepotent response.” B. Understand that the core component of EF known as Inhibition emerges to allow voluntary control of complex rule-bound behaviour between 3 and 4 years of age. C. Appreciate that prepotent behaviour is a source of much challenge for children in early educational settings. D. Identify common classroom behaviours that reflect Inhibition and school readiness. In the previous chapter, we learned that inhibition has many faces. Typical

Objectives: A. Understand that the core component of executive function known as “Updating” is a higher-order aspect of working memory. B. Appreciate that Updating refers to the monitoring and flexible refreshing of goal-oriented information in working memory, as well as the purposeful manipulation of that information. C. Identify common classroom behaviours that reflect Updating and school readiness. Earlier in this chapter, we defined Updating as the ability to monitor, rep