Abstract/Notes: Recent approaches to the development of Executive Function (EF) claim that it is trainable. Purpose-designed programs have proved successful in training EF skills in young children. If the EF is permeable to training from an early age, then the type of educational practice in the first years may as well have an effect. Despite the important implications of this thesis, there is limited evidence of the role of early educational practice in shaping the EF. Previous studies suggest that children in Montessori schools, which promote autonomy and self-regulation, often perform better on EF tasks than children in conventional schools. Evidence to date, however, is not unequivocal across the studies due to a number of factors, including the heterogeneity of the tasks used to assess EF and/or possible baseline differences in the groups that are compared. Here we compare the EF skills of fifty-eight, 4- to 6-year-olds of a similar socio-economic background who had been attending either a Montessori preschool or a conventional preschool for the same period of time. Their performance was assessed with different tasks involving a range of EF processes, such as working memory, cognitive flexibility, inhibitory control, and self-regulation. Results show an advantage of Montessori preschoolers in all EF tasks. More broadly, findings suggest that even when EF skills are not purposely trained, they can be enhanced by specific educational practices.

Language: English

DOI: 10.1016/j.cogdev.2023.101344

ISSN: 0885-2014

Abstract/Notes: Prof. Diamond is a neuropsychologist and this lecture was delivered as the keynote address following AMI's Annual General Meeting on April 10, 2010, Amsterdam. Her presentation focused on early development of the cognitive control functions - collectively called Executive Functions - dependent on prefrontal cortex. She touched upon many aspects that are controlled from prefrontal cortex, such as planning and problem solving, self-control, creativity, inhibiting impulsive actions, etc. She also discusses at length The Tools of the Mind Programme which she has assessed.

Language: English

ISSN: 1877-539X

Abstract/Notes: Executive function refers to the intellectual processes necessary for goal-directed cognition and behavior, which develop across childhood and adolescence. This study focused on the effects of physical activity on concentration and focus, prior to academic lessons, in urban Montessori classrooms ages 3-12. This study was administered for six weeks utilizing a thematic calendar of physical activities. The tools used for data collection were: a pre-dialogue with teachers, pre and post-assessments, control tallies, on and off-task observation counts and a post-satisfaction survey. Movement interventions improved focus and concentration by an average of 27%. The data collected supported our hypothesis that purposeful movement activities increase executive functioning skill development. Action plan implications include providing professional development training on movement activities and transitions for teachers and further research on the ability to improve children’s initiative to choose lessons independently. Physical activity opportunities should be incorporated into classroom schedules, as positive associations have been found between classroom-based physical activity and indicators of cognitive skills and attitudes, academic behavior, and academic achievement (Centers for Disease Control and Prevention, 2016).

Language: English

Published: St. Paul, Minnesota, 2019

Abstract/Notes: To be successful takes creativity, flexibility, self-control, and discipline. Central to all those are executive functions, including mentally playing with ideas, giving a considered rather than an impulsive response, and staying focused. 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. 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).

Language: English

DOI: 10.1126/science.1204529

ISSN: 0036-8075, 1095-9203

Abstract/Notes: Zelazo, Blair, and Willoughby (2016) refer to executive function as the attention-regulation skills that overlap with attributes of fluid intelligence, self-regulation, and social-emotional learning. (2017) is a randomized longitudinal study of preschool children who were enrolled in two high-poverty Montessori magnet schools and 71 non-Montessori control schools (both public and private) where at least one student in the study attended over the 6-year period of data collection. National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.

Language: English

ISSN: 1054-0040

Abstract/Notes: Educational philosophy in elementary and secondary schools has often centered on creating a "product," full of content knowledge and basic skills (Bagby, 2002). However, no longer is academic achievement in the classroom considered the sole gauge of lifelong success. Meltzer (2010) suggested that the development of executive functioning skills utilized to reach academic achievement is equally important--skills such as prioritizing, planning, self-checking, and setting short-term and long-term goals. Being able to plan, organize, and monitor one's time are crucial skills in today's world. These three competencies are only a few of the elements of "executive function," an umbrella term referring to the cognitive processes that guide, direct, and manage thinking, emotional responses, and behavior. Dawson and Guare (2010) provided an overview of how executive function skills operate to maximize student success. The authors will consider three of these skills--planning, organization, and time management--and will illustrate how each is developed through Montessori practices.

Language: English

ISSN: 1054-0040

Abstract/Notes: Mr Quade, AMI trainer at the primary level, gives a very concise and enlightening overview of how Executive Functions relate and respond to the Montessori prepared environment. He takes in all aspects and of fers insightful observations on the recognition of sensitive periods—for order, movement, language, sensory refinement, sensitivity for small objects, and social behaviour. All these enable Montessori teachers to provide opportunities for learning at the optimal moment of receptivity.

Language: English

ISSN: 1877-539X

Abstract/Notes: [...]we delved into the related research on lying, executive function, and prosocial behavior and followed up with interviews of Montessori educators, who added a personal view on how to address children's lying in a Montessori environment. (2017) have examined the influence of Montessori education on students' development of executive functioning skills. Since evidence suggests that the Montessori environment promotes the development of executive function, these higher executive function skills may also contribute to a Montessori child's ability to tell lies, prosocial or otherwise. [...]these same researchers also found that environments with positive reinforcement through praise and WHAT DOES CHILDREN'S LYING SAY ABOUT THEM? verbal requests for the truth were more likely to produce the truth from students (Talwar & Lee, 2011). Since Montessori educators do not use corporal punishment procedures, Montessori environments should be more likely to produce honest students. Dr. Gay Ward, a veteran teacher educator, shared how Montessori teacher education helps teachers promote honesty (April 2018): I think our Montessori teacher education programs do give us some guidance on how to handle lying in teaching us how to observe and to value supporting children's autonomy [and their] ability to be responsible and make good choices-and creating a climate where the number one rule is respect for themselves, others, and the environment.

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: Executive functions (EFs; e.g., reasoning, working memory, and self-control) can be improved. Good news indeed, since EFs are critical for school and job success and for mental and physical health. Various activities appear to improve children's EFs. The best evidence exists for computer-based training, traditional martial arts, and two school curricula. Weaker evidence, though strong enough to pass peer review, exists for aerobics, yoga, mindfulness, and other school curricula. Here I address what can be learned from the research thus far, including that EFs need to be progressively challenged as children improve and that repeated practice is key. Children devote time and effort to activities they love; therefore, EF interventions might use children's motivation to advantage. Focusing narrowly on EFs or aerobic activity alone appears not to be as efficacious in improving EFs as also addressing children's emotional, social, and character development (as do martial arts, yoga, and curricula shown to improve EFs). Children with poorer EFs benefit more from training; hence, training might provide them an opportunity to "catch up" with their peers and not be left behind. Remaining questions include how long benefits of EF training last and who benefits most from which activities.

Language: English

DOI: 10.1177/0963721412453722

ISSN: 0963-7214, 1467-8721