Preschool Executive Development

Shady Grove Preschool services a range of children including infants, toddlers, and preschoolers. Therefore, opening a discussion to questions on child development could be diverse. Induvial parents will be experiencing a range of issues about their specific child’s developmental concerns. Furthermore, parenting styles will be diverse due to cultural, ethnic backgrounds and income levels.

The scope of this paper will be to compare the different roles that early childhood educators have in supporting the artistic development of children. The theorists Jean Piaget and Lev Vygotsky and their respective beliefs regarding the instructional practice of early childhood educators will be examined and critiqued. Additionally, this paper will explore what these theorists believe to be the most effective way to teach the visual arts to young children and what role the early childhood educator plays in supporting their development. In a discussion of Piaget, the constructivist theory will be explained and connected to the visual arts education. The socio-cultural theory and social development theory will be closely examined when

The BDI-2 assessed Eli in the areas of attention and memory, reasoning and academic skills, and perception and concepts. Attention and memory assessed Eli’s ability to visually and auditory attend to environmental stimuli for varying lengths of time. Reasoning and academics assessed his ability to perceive, identify, analyze and solve problems. Perception and Concepts assessed his active sensorimotor interactions with his immediate environment. For example, compares objects based on size, color, and shapes.

I am writing this letter to apply for the position of Coordinator-Early Childhood Education. In the next paragraphs, I would like to give you a short history of how I have grown professionally since I became an Early Childhood Education Professional. The paragraphs will also highlight my professional accomplishments and state the reason why I am seeking a position with Washington Unified School District.

Executive Functioning (EF) is an overarching term that refers to neuropsychological processes that enable physical, cognitive and emotional self-control (Corbett, Constantine, Hendren, Rocke & Ozonoff, 2008). It involves the ability to maintain an appropriate problem-solving set for attainment of a future goal (Luria, 1966, cited in Cumine, Leach & Stevenson, 1998).

The third theory regarding cognitive differences is the theory of executive dysfunction. This theory deals with mental flexibility, working memory, and other executive functions. This describes the difficulties that individuals may have when planning and performing tasks, remembering information, and monitoring behavior. Because these skills are difficult, individuals must be provided with supports to help them stay on track and cope with difficult or restricted behaviors that affect

Children with ADHD may have difficulty with these skills. This is because communication requires executive function skills: the ability to create a plan, carry out the plan, and evaluate how well the plan worked. Executive function skills are often weak in children with ADHD. As a result, they may:

There are many reasons why the environment that preschool children are brought up upon drastically affect their cognitive abilities. The inner and outer circle of the child’s surroundings affect their ability to develop their emotional intelligence, cognitive skills, and linguistic potential. Specifically, the difference in living in poor or affluent communities will immensely establish how preschool children cognitive abilities will emerge. Preschoolers who lived in underprivileged neighborhoods will have slower development in intellect than that of a well off community. The major factors that lead to these distinctions of intellectual advancement are poverty, education, and community values.

from the necessity to control one’s own thoughts and actions to carry out many everyday-life activities such as reading, driving, or even crossing the street. The development of executive control during childhood has attracted substantial scientific attention because the developmental dynamics of executive processes have the potential to shed new light on later regulatory process as well as academic achievement social competence and problem behaviors during childhood. (Chevalier, Huber, Wiebe, & Espy, 2013). In the developmental dynamics of executive processes when dealing with delay in achieving milestones can causes issues with academic’s, social skills, and behavior control within early and middle childhood stages.

For my second reflection, I am going to focus on Module 6 and “how would executive functioning deficits affect a student’s ability to acquire reading, writing, or math skills.” To begin, executive functioning, according to Virginia Nusca, refers to our ability to regulate our thoughts, behaviour, and emotion, including behavioural inhabitation (Nusca, Virginia). Behavioural inhibition is an executive function that allows us to attend to one thing inhibiting other sensory information or motor responses (Nusca, Virginia). This allows children to regulate attention and motor responses as well as their behaviour. Executive functioning deficits can greatly affect a student’s ability to read, write or mathematical skills. Many skills are affected including working memory and inner speech which can in turn affect the student’s reading, writing and mathematical skills (Hallahan et all, 179).

Due to the lack of gaining practical knowledge through a regular university education, there was a significant gap among preschool educators of their professional competences in the fields of children’s early learning and development, strengthening partnership with parents and developing positive parental skills and work with children with special needs

The Working Memory Index measured her ability to temporarily store and perform a set of cognitive operations on information, which requires divided attention and the management of the limited capacity of short-term memory. Carolanne obtained a score of 86 (18th percentile). Lastly, her ability to perform rapidly decide on cognitive tasks, particularly when measured on a timed task under pressure and required her to maintain attention was measured by the Processing Speed Index. Carolanne obtained an index score of 89 (23rd percentile). Catherine’s overall performance on the WAIS-IV was similar from her 2015 assessment on the Wechsler Intelligence Scale for Children- 4th Edition

Alferdo Ardila defines “cognitive function” in his article “Is ‘Self-Consciousness’ Equivalent to ‘Executive Function’?” 2 He states that “executive function is …difficult to define.”2 He separates the term into two categories: metacognitive executive functions (MEF) and emotional/motivational executive functions (EMEF).2 In MEF, he describes cognitive function as “the ability to anticipate the consequences of behavior, self-awareness, the temporality of behavior.”2 For EMEF, cognitive function is the “ability to fulfill basic impulses using socially appropriate strategies.”

Cognitive ability was assessed utilizing the Wechsler Intelligence Scale for children (WISC) and the Raven’s Colored Progressive Matrices. The WISC utilized 6 verbal subtests (picture completion, coding, picture, object assembly, and symbol search.) Raven’s CPM measures the child’s ability to come up with perceptual relations and to reason by analogy. It involves pattern seeking with 3 sets; A, Ab, and B. The tests were administered in a standardized formula using professional

Today was my last day teaching preschool and at the end of the day, my cooperative teacher told my students that today would be my last day and they should go hug me and thank me. When the children were hugging me, it reminded me why I love teaching. I loved working with my students and at the preschool. If I could, I would continue working with them! Today was a good day.