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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

Objectives: A. Understand that EFs differentiate early in life and are evident in child behaviour. B. Appreciate that new measurement tools and a surge of research during the 1990s began improving our understanding of how EFs develop and prepare children for school. At age 6, most children are still mustering full attention to tie their shoelaces. But only a few years later, many of them will be able to tie a shoe while balancing on the other leg and maintaining eye contact a