Block Party Executive Functions Passage 1
Block Party Executive Functions – Passage 1
In his book, Executive Functions in the Classroom, Kaufman
(2010) has presented a two-core view of executive functions. The two core aspects are
Metacognitive and Social/Emotional Regulation. The Metacognitive core includes goal
setting, planning/strategizing, sequencing, organization of materials, time management,
executive/goal-directed attention, task persistence, working memory, and set shifting.The Social/Emotional Regulation core includes response inhibition (impulse control), emotional control, and adaptability.
In his book, Executive Functions in the Classroom, Kaufman
(2010) has presented a two-core view of executive functions. The two core aspects are
Metacognitive and Social/Emotional Regulation. The Metacognitive core includes goal
setting, planning/strategizing, sequencing, organization of materials, time management,
executive/goal-directed attention, task persistence, working memory, and set shifting. The Social/Emotional Regulation core includes response inhibition (impulse control), emotional control, and adaptability.
In his book, Executive Functions in the Classroom, Kaufman
(2010) has presented a two-core view of executive functions. The two core aspects are
Metacognitive and Social/Emotional Regulation. The Metacognitive core includes goal
setting, planning/strategizing, sequencing, organization of materials, time management,
executive/goal-directed attention, task persistence, working memory, and set shifting. The Social/Emotional Regulation core includes response inhibition (impulse control), emotional control, and adaptability.
In his book, Executive Functions in the Classroom, Kaufman
(2010) has presented a two-core view of executive functions. The two core aspects are
Metacognitive and Social/Emotional Regulation. The Metacognitive core includes goal
setting, planning/strategizing, sequencing, organization of materials, time management,
executive/goal-directed attention, task persistence, working memory, and set shifting. The Social/Emotional Regulation core includes response inhibition (impulse control), emotional control, and adaptability.
In his book, Executive Functions in the Classroom, Kaufman
(2010) has presented a two-core view of executive functions. The two core aspects are
Metacognitive and Social/Emotional Regulation. The Metacognitive core includes goal
setting, planning/strategizing, sequencing, organization of materials, time management,
executive/goal-directed attention, task persistence, working memory, and set shifting. The Social/Emotional Regulation core includes response inhibition (impulse control), emotional control, and adaptability.
In his book, Executive Functions in the Classroom, Kaufman
(2010) has presented a two-core view of executive functions. The two core aspects are
Metacognitive and Social/Emotional Regulation. The Metacognitive core includes goal
setting, planning/strategizing, sequencing, organization of materials, time management,
executive/goal-directed attention, task persistence, working memory, and set shifting. The Social/Emotional Regulation core includes response inhibition (impulse control), emotional control, and adaptability.
Block Part Quote Passage Two
Dawson and Guare (2010) have described executive function skills as those processes that assist us in regulating our behaviors. They have broken executive skills into two groups the first group consists of planning, organization, time management, working memory, and metacognition skills, which help us in creating and achieving our goals and finding solutions to problems. The second group includes response inhibition, emotional control, sustained attention, task initiation, flexibility, and goal-directed persistence, which assists us in directing our behavior toward our goals or problem solutions.
Dawson and Guare (2010) have described executive function skills as those processes that assist us in regulating our behaviors. They have broken executive skills into two groups the first group consists of planning, organization, time management, working memory, and metacognition skills, which help us in creating and achieving our goals and finding solutions to problems. The second group includes response inhibition, emotional control, sustained attention, task initiation, flexibility, and goal-directed persistence, which assists us in directing our behavior toward our goals or problem solutions.
Dawson and Guare (2010) have described executive function skills as those processes that assist us in regulating our behaviors. They have broken executive skills into two groups the first group consists of planning, organization, time management, working memory, and metacognition skills, which help us in creating and achieving our goals and finding solutions to problems. The second group includes response inhibition, emotional control, sustained attention, task initiation, flexibility, and goal-directed persistence, which assists us in directing our behavior toward our goals or problem solutions.
Dawson and Guare (2010) have described executive function skills as those processes that assist us in regulating our behaviors. They have broken executive skills into two groups the first group consists of planning, organization, time management, working memory, and metacognition skills, which help us in creating and achieving our goals and finding solutions to problems. The second group includes response inhibition, emotional control, sustained attention, task initiation, flexibility, and goal-directed persistence, which assists us in directing our behavior toward our goals or problem solutions.
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Dawson and Guare (2010) have described executive function skills as those processes that assist us in regulating our behaviors. They have broken executive skills into two groups the first group consists of planning, organization, time management, working memory, and metacognition skills, which help us in creating and achieving our goals and finding solutions to problems. The second group includes response inhibition, emotional control, sustained attention, task initiation, flexibility, and goal-directed persistence, which assists us in directing our behavior toward our goals or problem solutions.
Dawson and Guare (2010) have described executive function skills as those processes that assist us in regulating our behaviors. They have broken executive skills into two groups the first group consists of planning, organization, time management, working memory, and metacognition skills, which help us in creating and achieving our goals and finding solutions to problems. The second group includes response inhibition, emotional control, sustained attention, task initiation, flexibility, and goal-directed persistence, which assists us in directing our behavior toward our goals or problem solutions.
Block Party Passage Three
AN EFFECTIVE SIMPLIFYING MODEL FOR EXECUTIVE
FUNCTION - Air Traffic Control
Children’s ability to focus and pay attention is like Air Traffic Control at a busy airport.
Some planes have to land and others have to take off at the same time, but there’s only so much room on the ground and in the air. The mechanism that acts as Air Traffic Control is called executive function. It regulates the flow of information and the focus on tasks, creates mental priorities and avoids collisions, and keeps the system flexible and on time. In children, this mechanism needs to be actively geared up as early as possible.
AN EFFECTIVE SIMPLIFYING MODEL FOR EXECUTIVE
FUNCTION - Air Traffic Control
Children’s ability to focus and pay attention is like Air Traffic Control at a busy airport.
Some planes have to land and others have to take off at the same time, but there’s only so much room on the ground and in the air. The mechanism that acts as Air Traffic Control is called executive function. It regulates the flow of information and the focus on tasks, creates mental priorities and avoids collisions, and keeps the system flexible and on time. In children, this mechanism needs to be actively geared up as early as possible.
AN EFFECTIVE SIMPLIFYING MODEL FOR EXECUTIVE
FUNCTION - Air Traffic Control
Children’s ability to focus and pay attention is like Air Traffic Control at a busy airport.
Some planes have to land and others have to take off at the same time, but there’s only so much room on the ground and in the air. The mechanism that acts as Air Traffic Control is called executive function. It regulates the flow of information and the focus on tasks, creates mental priorities and avoids collisions, and keeps the system flexible and on time. In children, this mechanism needs to be actively geared up as early as possible.
AN EFFECTIVE SIMPLIFYING MODEL FOR EXECUTIVE
FUNCTION - Air Traffic Control
Children’s ability to focus and pay attention is like Air Traffic Control at a busy airport.
Some planes have to land and others have to take off at the same time, but there’s only so much room on the ground and in the air. The mechanism that acts as Air Traffic Control is called executive function. It regulates the flow of information and the focus on tasks, creates mental priorities and avoids collisions, and keeps the system flexible and on time. In children, this mechanism needs to be actively geared up as early as possible.
AN EFFECTIVE SIMPLIFYING MODEL FOR EXECUTIVE
FUNCTION - Air Traffic Control
Children’s ability to focus and pay attention is like Air Traffic Control at a busy airport.
Some planes have to land and others have to take off at the same time, but there’s only so much room on the ground and in the air. The mechanism that acts as Air Traffic Control is called executive function. It regulates the flow of information and the focus on tasks, creates mental priorities and avoids collisions, and keeps the system flexible and on time. In children, this mechanism needs to be actively geared up as early as possible.
AN EFFECTIVE SIMPLIFYING MODEL FOR EXECUTIVE
FUNCTION - Air Traffic Control
Children’s ability to focus and pay attention is like Air Traffic Control at a busy airport.
Some planes have to land and others have to take off at the same time, but there’s only so much room on the ground and in the air. The mechanism that acts as Air Traffic Control is called executive function. It regulates the flow of information and the focus on tasks, creates mental priorities and avoids collisions, and keeps the system flexible and on time. In children, this mechanism needs to be actively geared up as early as possible.
Block Party Passage Three
When Americans think with a mentalist cultural model, they tend to view outcomes and
social problems as a result of individual concerns that reflect internal motivation and personal discipline. As such, the use of mentalist models by the public on issues related to early childhooddevelopment has a narrowing effect — it boils down complex interactions between individuals,contextual determinants and systems to either the presence or absence of individual motivation and internal fortitude.Despite the perceptual clout of this assumption, when participants were exposed to the Air
Traffic Control simplifying model, their conversations indicated that they saw that the success of a child was dependent on the brain’s mechanism of Air Traffic Control — rather than the child’s internal sense of discipline, drive and/or motivation. We conclude that the idea enabled a realization that children’s skills and abilities are not determined by individual qualities (e.g.,discipline, drive) but are integral to the architecture of the brain that shapes key aspects and areas of functioning.
When Americans think with a mentalist cultural model, they tend to view outcomes and
social problems as a result of individual concerns that reflect internal motivation and personal discipline. As such, the use of mentalist models by the public on issues related to early childhooddevelopment has a narrowing effect — it boils down complex interactions between individuals,contextual determinants and systems to either the presence or absence of individual motivation and internal fortitude.Despite the perceptual clout of this assumption, when participants were exposed to the Air
Traffic Control simplifying model, their conversations indicated that they saw that the success of a child was dependent on the brain’s mechanism of Air Traffic Control — rather than the child’s internal sense of discipline, drive and/or motivation. We conclude that the idea enabled a realization that children’s skills and abilities are not determined by individual qualities (e.g.,discipline, drive) but are integral to the architecture of the brain that shapes key aspects and areas of functioning.
When Americans think with a mentalist cultural model, they tend to view outcomes and
social problems as a result of individual concerns that reflect internal motivation and personal discipline. As such, the use of mentalist models by the public on issues related to early childhooddevelopment has a narrowing effect — it boils down complex interactions between individuals,contextual determinants and systems to either the presence or absence of individual motivation and internal fortitude.Despite the perceptual clout of this assumption, when participants were exposed to the Air
Traffic Control simplifying model, their conversations indicated that they saw that the success of a child was dependent on the brain’s mechanism of Air Traffic Control — rather than the child’s internal sense of discipline, drive and/or motivation. We conclude that the idea enabled a realization that children’s skills and abilities are not determined by individual qualities (e.g.,discipline, drive) but are integral to the architecture of the brain that shapes key aspects and areas of functioning.
When Americans think with a mentalist cultural model, they tend to view outcomes and
social problems as a result of individual concerns that reflect internal motivation and personal discipline. As such, the use of mentalist models by the public on issues related to early childhooddevelopment has a narrowing effect — it boils down complex interactions between individuals,contextual determinants and systems to either the presence or absence of individual motivation and internal fortitude.Despite the perceptual clout of this assumption, when participants were exposed to the Air
Traffic Control simplifying model, their conversations indicated that they saw that the success of a child was dependent on the brain’s mechanism of Air Traffic Control — rather than the child’s internal sense of discipline, drive and/or motivation. We conclude that the idea enabled a realization that children’s skills and abilities are not determined by individual qualities (e.g.,discipline, drive) but are integral to the architecture of the brain that shapes key aspects and areas of functioning.
When Americans think with a mentalist cultural model, they tend to view outcomes and
social problems as a result of individual concerns that reflect internal motivation and personal discipline. As such, the use of mentalist models by the public on issues related to early childhooddevelopment has a narrowing effect — it boils down complex interactions between individuals,contextual determinants and systems to either the presence or absence of individual motivation and internal fortitude.Despite the perceptual clout of this assumption, when participants were exposed to the Air
Traffic Control simplifying model, their conversations indicated that they saw that the success of a child was dependent on the brain’s mechanism of Air Traffic Control — rather than the child’s internal sense of discipline, drive and/or motivation. We conclude that the idea enabled a realization that children’s skills and abilities are not determined by individual qualities (e.g.,discipline, drive) but are integral to the architecture of the brain that shapes key aspects and areas of functioning.
When Americans think with a mentalist cultural model, they tend to view outcomes and
social problems as a result of individual concerns that reflect internal motivation and personal discipline. As such, the use of mentalist models by the public on issues related to early childhooddevelopment has a narrowing effect — it boils down complex interactions between individuals,contextual determinants and systems to either the presence or absence of individual motivation and internal fortitude.Despite the perceptual clout of this assumption, when participants were exposed to the Air
Traffic Control simplifying model, their conversations indicated that they saw that the success of a child was dependent on the brain’s mechanism of Air Traffic Control — rather than the child’s internal sense of discipline, drive and/or motivation. We conclude that the idea enabled a realization that children’s skills and abilities are not determined by individual qualities (e.g.,discipline, drive) but are integral to the architecture of the brain that shapes key aspects and areas of functioning.
Block Party Passage Four
Being able to focus, hold, and work with information in mind, filter distractions, and switch gears is like having an air traffic control system at a busy airport to manage the arrivals and departures of dozens of planes on multiple runways. In the brain, this air traffic control mechanism is called executive function. This refers to a group of skills that helps us to focus on multiple streams of information at the same time, monitor errors, make decisions in light of available information, revise plans as necessary, and resist the urge to let frustration lead to hasty actions. Acquiring the early building blocks of these skills is one of the most important and challenging tasks of the early childhood years, and the opportunity to build further on these rudimentary capacities is critical to healthy development through middle childhood and adolescence. The increasingly competent executive functioning of childhood and adolescence enable children to plan and act in a way that makes them good students, classroom citizens, and friends.