Play and Executive Function

Play and Executive Function

Scientists at NIH (the National Institutes of Health) suggest that “programs with active play components may be more successful in eliciting improved executive function (defined here as self-regulation) because of the importance of motor learning early on and because of the social motivation aspects of learning.” (https://pubmed.ncbi.nlm.nih.gov/25010084/) 

Children aren’t born with executive functioning skills but can learn them through modeling and the give and take of relationships. This can happen at home, at school, and with peers. Play gives children an opportunity to practice and refine these skills in supportive, non-threatening settings, where learning looks exactly like fun. 

Here are some examples of easy-to-implement ideas that support executive functioning during play:

Add complexity - Pretend play involves internal rule following as a child follows the rule of what children see on a consistent basis from parents, family members, friends, or others in their surroundings. Children who are not used to imaginative play might need support from adults or teachers during play. It’s important to avoid dismissing ideas during play when possible; use “I see the dinosaur swimming” rather than “Dinosaurs don’t go in cups.” 

Choose questions and statements that expand upon the play in the classroom or at home. What do you want to accomplish? “Why do you think….? What else might you try? What do you notice about this? What made you think of doing that instead?” 

Welcome flexible use of materials and vary available props. Open-ended play supplies–paper, writing materials, scissors, pieces of fabric, blocks, wheels, boxes , buckets, plastic containers, cardboard tubes, string, scales, magnifying glasses, sand, clay, wrapping paper, aluminum foil, sticks, water, glue, grocery and lunch bags, envelopes, trays, squeeze bottles, PVC pipe and connectors, leaves, seeds, flowers, Plexiglas squares, straws, masking tape–inspire complex, creative play.

As children play, expect them to talk to themselves. This “private speech” is a major sign that a child is regulating their own thinking – using their executive function skills. It is a sign that the child is internalizing guidance from others into their own patterns of behavior. 

Reinforce step-by-step routines - Visual and auditory cues help a child remember rules or a sequence of instructions and support children with recall, following multiple step instructions, organizing actions, and avoiding distractions. Use transition songs, picture signs (PECS–picture exchange cards), class photo books that illustrate routines

Children benefit when you break large tasks into smaller tasks. You can model this. “Now in order to put on the play, I must first… then I must….” You could record them on a flip chart as a visual reminder. This is especially helpful for bigger, more complex tasks.

Encourage storytelling - Oral storytelling challenges children to use working memory. While telling a story, the child must tap into executive function to chain the parts of the story together and to create elements that naturally relate. While listening to others and waiting their turn, they rehearse impulse control skills. 

Incorporate “Pair and Share” opportunities for children to talk and share ideas and experiences. Rather than using large group time to go around a circle and share one at a time, pair children for sharing. This allows more sharing with less waiting. This technique is especially helpful for the young child just beginning to demonstrate impulse control.

Stop, look, and listen - Model pausing and thinking before taking action. You might even talk out loud, “Now…let me think for a minute (long pause). I could do…or perhaps… or…. If I do this, it seems….” This shows the children a thinking pattern that they can imitate when they have to compare options and decide. Facilitate games that involve turn-taking, stop-and-go concentration (like Freeze Dance or Red Light-Green Light). Point out cause and effect play opportunities or experiments.