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Objectives: A. Understand the rationale for applying what we know about EF to address early educational disadvantage related to socioeconomic factors. B. Understand that the success of EF-related early interventions will hinge on the careful definition of cognitive and socioeconomic terms. C. Identify early intervention approaches and strategies suggested by EF research. In recent years, demographically sensitive research methods and models have raised awareness that cognitiv

Objectives: A. Clarify challenges involved in defining the relationships between EFs, school readiness, and student achievement. B. Summarize key research findings underlying the professional optimism that an EF focus will support student achievement. All available evidence indicates a rapid growth of EF skills between 3 and 6 years of age. During that same period, children begin leaving home for part of the day to attend more formal learning settings where they acquire funda

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