It seems as though Executive Functions Disorder (EF) is the new way to describe anything wrong with a child. However, if we look at what children need to be successful we find reasons why there might be validity into these claims. Take for example that the area responsible for executive functions takes up almost half of brain matter. That’s a lot of responsibility.
Adel Diamon, PhD., Is a researcher in the area of Neuroscience. She has claimed that four qualities appear to be keys to success –
1. creativity, 2. flexibility, 3. self-control, 4. discipline.
According to Dr. Diamond children will need to think creatively to devise solutions never considered before. They’ll need working memory to mentally work with masses of data, seeing new connections among elements (Common Core). They’ll need flexibility to appreciate different perspectives and take advantage of serendipity (Common Core). They’ll need self-control to resist temptations, and avoid doing something they’d regret. Tomorrow’s leaders will need to have the discipline to stay focused, seeing tasks through to completion.
According to Dr. Diamond, children with worse self-control (less persistence, more impulsivity, and poorer attention regulation) at ages 3–11 tend to have worse health, earn less, and commit more crimes 30 years later than those with better self-control as children, controlling for IQ, gender, social class, and more. Since “self-control’s effects follow a
Dr. Diamond has conducted meta-analysis on the topic of Executive Functions. Diverse activities have been shown to improve children’s executive functions: computerized training, noncomputerized games, aerobics, martial arts, yoga, mindfulness, and school curricula. All successful programs involve repeated practice and progressively increase the challenge to executive functions. Children with worse executive functions benefit most from these activities; thus, early executive-function training may avert widening achievement gaps later. Lastly, Dr. Diamond makes clear that to improve executive functions, focusing narrowly on them may not be as effective as also addressing emotional and social development (as do curricula that improve executive functions) and physical development (shown by positive effects of aerobics, martial arts, and yoga). In other words, get your kids involved in “full body-mind” activities!
Although there is still much to be researched on how to help struggling learners in the overstimulated world, we are moving in the right direction.
Rienzi Haytasingh
