How can teachers contribute to develop executive functions

HOW CAN TEACHERS CONTRIBUTE

TO DEVELOP EXECUTIVE FUNCTIONS

THROUGH MOTOR ACTIVITY?

Tortella P.*, Fumagalli G.+, Tessaro F.*

* University of Cà Foscari (Venice – Italy)

+ University of Verona - Center for research on motor

development in childhood - - Italy

24-25 October 2013 Bucharest, RumaniaTransforming the educational relationship: intergenerational and

family learning for the lifelong learning society

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What are the executive functions?They are top-down mental processes needed when you need to

concentrate and pay attention. The three core EFs are:

1) INHIBITION (inhibitory control)

self-control (behavioral

inhibition)

interferente control

Lehto et al. 2003; Miyake et al. 2000)

24-25 October 2013 Bucharest, Rumania Transforming the educational

relationship: intergenerational and family learning for the lifelong learning

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interferente control

(selective attention and

cognitive inhibition)

https://www.google.it/search?q=marshmallow+test&hl=it&qscrl=1&rlz=1T4ACAW_itIT418IT418&source=lnms&tbm=isch&sa=X&ei=iJ5mUtq_BYSO7QbF7oDwAQ&ved=0CAcQ_AUoAQ&biw=1239&bih=581

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Core EFs

2) WORKING MEMORY (hold information in mind

and mentally work with it)

3) COGNITIVE FLEXIBILITY (set shifting, mental

flexibility, mental set shifting and closely linked to

creativity): change perspectives or approaches

to a problem

4) REASONING

5) PROBLEM SOLVING

6) PLENNING

7) ATTENTION(Collins & Koechlin, 2012) 24-25 October 2013 Bucharest,

Rumania Transforming the educational relationship: intergenerational and


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EXECUTIVE FUNCTIONS depend on a neural circuit in which the

prefrontal cortex plays a fundamental role (Anderson, Jacobs & Anderson,

2008; Bialystok & Craik, 2005; Lunt et al., 2012).



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(Excerpted from Richard Restak’s The Brain, New York: Bantam Books, 1984.)

Damage to areas of the prefrontal cortex reduces inhibitions and self-concern,



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inhibitions and self-concern, causing an indifference to the consequences of one’s behavior. (Phineas Gage Brain)

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MENTAL

HEALTH

QUALITY OF LIFEMARITAL HARMONY

Why are

the

executive

functions

important?

Executive

functions are

important to QUALITY OF LIFE

SCHOOL

SUCCES

MARITAL HARMONY



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important to

every aspect of

life

Diamond A., (2013). Executive Functions, Annu. Rev. Psychol., 64,135-168. www.annualreviews.org.

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Physicalhealth

• Poorer Efs are associated with obesity, overeating, substance abuse and poor treatment adherence

Qualityof life

• People with better Efs enjoy a better quality of life

School • Efs are more important for school readiness thanSchoolreadine

ss

• Efs are more important for school readiness thanare IQ or entry-level reading or math

Schoolsuccess

• Efs predict both math and reading competencethroughout the school years



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Diamond A., (2013). Executive Functions, Annu. Rev. Psychol., 64,135-168. www.annualreviews.org. 7

TRANING AND PRACTICE IMPROVE

EXECUTIVE FUNCTIONS(Diamond & Lee, 2011, Klingberg, 2010)

• CogMed ©computerized training (Bergman Nutley et al.,

2011, Holmes et al., 2009; Klingbert et al., 2005; Thorell et al., 2009)

• Task-switching computerized training (Karbach &

Kray, 2009)Kray, 2009)

• Taekwondo traditional martial arts (Lakes & Hoyt,

2004)

• Add-ons to school curricula, Promoting

Alternative Thinking Strategies (PATHS; Riggs et al., 2006)

• Chicago School Readiness Project (CSRP; Raver et al.,

2008, 2011) 24-25 October 2013 Bucharest, Rumania Transforming the educational


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OTHER STUDIES

• AEROBICS (Davis et al., 2011, Kamijo et al., 2011)

• Mindfulness (Flook et al., 2010)

• Yoga (Manjunath & Telles, 2001)

• Tools of the Mind early childhood curriculum • Tools of the Mind early childhood curriculum (Diamond et al., 2007)

• Montessori curriculum (Lillard & Else-Quest, 2006)



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Can motor activity contribute to

develop the executive functions?

• Taekwondo traditional martial arts (Lakes & Hoyt,

2004)

• AEROBICS (Davis et al., 2011, Kamijo et al., 2011)

• Yoga (Manjunath & Telles, 2001)• Yoga (Manjunath & Telles, 2001)

• Exercising bimanual coordination (Hillman et al., 2008;

Chaddock et al., 2011)

It is reasonable to think that sport might bevery benefit, thanks to challenge EFs(requiring sustanined attention, workingmemory) (Diamond, 2011)24-25 October 2013 Bucharest,



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How can teachers help children in

improving their school readiness?

FEW PRINCIPLES• The disadvantaged children benefit the most from any EFs

intervention or program (Flook et al., 2010; Karbach & Kray, 2009; Lakes & Hoyt, 2004)

• If difficulty doesn’t increase, the activity becomes boringand people lose interest. (Bergman Nutley et al., 2011; Holmes et al., 2009; Klingberg et al., 2005)

• Repeated practice is necessary. The success dipends on the amount of time spent working on improving the skills(Klingberg et al., 2005)



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• At any age EFs can be improved, including in

the elderly and in infants (Erickson & Kramer,

2009; Voss et al., 2011)

• Bilingualism appears to accellerate EF

developent during childhood and preserve EFs

longer during aging (Bialystok & Viswanathan,

2009)2009)

• Exercise plus character development are

efficacious in improving EFs (Lakes & Hoyt,

2004)



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SUMMARY POINTS

• Emotional, social and physical needs are necessary

for academic excellence;

• Stress, sadness, loneliness, lack of sleep, lack of

physical exercise couse suffering in prefrontal cortex

and in EFs;and in EFs;

• Good executive functions in children predict lifelong

achievement, health, wealth and quality of life;

• EFs are trainable and can be improved at any age by

different approaches;

• Repeated practice is the key.24-25 October 2013 Bucharest,



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OPEN QUESTIONS

• What can parents do to aid the development

of EFs in their children?

• Which are the best programs, what are the

best doses, durations, frequency, how long do best doses, durations, frequency, how long do

benefit last?

• Which activities not yet studied might

improve EFs?



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The playground, a space to improve

motor skills and EFs• To improve health and motor activity is

important to propose spaces and opportunity

of activity.

• Play in outdoor spaces improves te welfare of

children (Ginsburg, K., R., 2007).children (Ginsburg, K., R., 2007).

• stay in green park improve childen’s attention

and concentration skills.

• Significative experiences depend on

frequency, intensity and duration of motor

activity (Klingberg et al., 2005).24-25 October 2013 Bucharest, Rumania Transforming the educational


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• Child perception of difficult in free or structuredmotor activity affects on the level of hismotivation and self efficacy (Tortella et al., 2012)

• Extreme requests produce frustration and abandonment of the game.abandonment of the game.

• Motor activity contribute to cognitive development (EFs) when is associated withawareness and meta cognitive processes, accompanied by passion and enthusiasm (Hirt, Devers

& McCrea, 2008).



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The Playground Primo Sport 0246 –

Treviso, Italy (built on a project for

motor development )

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1. balance

2. Dexterity

The space is divided in 4 areas for motor development of

0-6 years old children

43 2

2. Dexterity

3. Mobility

4. Symbolic activity

1

43 2

3

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THE RESEARCH

AIM: TO INDIVIDUATE IF AND HOW CAN

TEACHERS CONTRIBUTE TO DEVELOP

EXECUTIVE FUNCTIONS THROUGH MOTOR EXECUTIVE FUNCTIONS THROUGH MOTOR

ACTIVITY



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SUBJECTS: 5 Kindergardens of Treviso (Italy) with 190 4-5 years old children;

• A) sperimental group (n. 40, 5 y old children);

teachers encourage verbally and physically the children to play in proximalzone (Vygotskij, 1978); tell the child to observe the activity of the childbefore him and to begin the activity when the other has arrived to a certain point of the path.

While is waiting every child has his defined place

• B) control group (n. 40, 5 years old children);

teachers don’t encourage the childrenteachers don’t encourage the children

every child begins the activity without indications

the children has not a defined place where to stay while waiting

Both groups are attending the Playground, 2 hours a week, for 10 weeks; each session is organized in 30 minutes of free play and 30 minutes ofstructured play in the areas of dexterity and balance.



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METHODOLOGY (QUALITATIVE AND

QUANTITATIVE)

• PRE AND POST MOTOR AND COGNITIVE

TESTS: ABC Movement tests, (Henderson,

Sugden & Barnett, 2007); Day night test

(Gerstandt Hong, Diamond, 1994); Haga M., (Gerstandt Hong, Diamond, 1994); Haga M.,

tests (2009);

• Questionnaire, interviews and focus groups

with teachers and parents;

• Focus groups with children



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PRELIMINARY RESULTS

FOCUS GROUPS: after 10 weeks of activity.

Teachers tell that children of group A

(sperimental) are more:

• able to cooperate and collaborate with each

otherother

• have a greater capacity to wait

• have greater ability to organize space

• more attention



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Motor tests

SIGNIFICANT RESULTS (0,001) in motor

development:

• Balance• Balance

• Dexterity

In both A and B groups



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CONCLUSION

Preliminary data seem to indicate that 10 weeks of motor activity in the playgrounds

contribute to improve:

1) (group A-B)

• motor skills: balance and dexterity

2) (group A)

• Executive Functions

• Motor skills: balance and dexterity

• Inhibition

• Planning

• Attention24-25 October 2013 Bucharest,



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CONCLUSION

• encourage verbally and physically the children;

• play motor activity in proximal zone (Vygotskij,

1978);

• invite the child to observe the activity of the child

before him ;before him ;

• autonomously begin the activity to a fixed signal

• Maintain a position while waiting



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Seems to be a good opportunity :

1. To improve motor skills

2. To improve EFs

3. to reduce social disparities, by reducing the

EFs gap before school entryEFs gap before school entry

4. Improve social skills

5. Improve health



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Thank you for your attention!Thank you for your attention!

[email protected]



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How can teachers contribute to develop executive functions

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