While much happens in the life of a toddler, it’s important that they don’t think their world is chaotic or unpredictable. Toddlers notice routines that have been established in their home, whether it’s where, when, and how to eat a meal with family members, or how to clean up after themselves by putting their toys on a shelf or in a bin after their playtime is over. Young learners have routines that kick off each school day such as figuring out where to put their snack or lunch box, hanging their coat as soon as they enter the classroom, and moving to the carpet for circle time. In fact, teachers and parents teach their young children to follow specific routines to help them notice that aspects of their life happen in a very predictable manner.

In the early years of school, children are encouraged to participate in classroom routines that develop precursor skills for learning with others and making and keeping friends. Without the children realizing it, they become goal-oriented learners. By the time students are around 9–10 years old, they are often instructed to figure out and follow classroom expectations. Teachers may say things like, “You’re all big kids now so it’s time you figure things out.”

Across the school years, teachers expect students to start using a range of executive functions. These early executive functions are typically not explicitly taught but adults assume kids are accessing them to self-regulate across the school day. They include but are not limited to:

1. Focus/impulse control

2. Emotional control

3. Flexible thinking

4. Working memory

5. Self-monitoring for self-regulation and co-regulation

6. Organization/planning/prioritizing

7. Task initiation

8. Perspective taking
   

Simultaneously, children are also required to organize themselves to engage in goal-oriented tasks across the day, whether they are in the classroom, on the playground, at home, or in the community. This process is referred to as executive functioning.

So how can we support kids as they learn executive functions which are the foundations of executive functioning? One way is to use a 4-step teaching framework to understand that there is a process to problem-solving, goal setting, movement towards goals, regulating to make gains towards that goal, and staying flexible. We also teach that a goal is something we think about and it’s only an idea or wish or desire. But that’s not enough. We need a plan of action and a little bit more.

Step 1: Define a goal _____________________________________(Remember this is just an idea and/or something we “think” we want to do or say.)

Step 2: Describe the action plans needed to meet the goal (This is where we make a plan to say or do something to help us make gains related to our goal(s). The plan may have a series of related or graduated steps).

1.

2.

3.

4.

5. (continue as needed)

Step 3: Self-regulate one’s words and actions (These are outward things we do or say related to our inner thoughts and feelings. They help usto carry out the action plan).

Step 4: Stay flexible (Goals and action plans may need to evolve, adapt, or change.)

How does this impact academics?

Students benefit from learning that goals are just thoughts or ideas action plans are the fuel to make them happen. This is the foundation for getting things done in both academics and life in general. Teach that turning in homework on time, completing a project, hanging out with others, getting a job, making friends, etc. are all broad goals that rely on specific action plans, self-regulation, and flexibility. This is a simple lesson to support social, organizational, and academics at the same time. Make sure to also check out the infographic to explore all the ways the social mind contributes to academic, organizational, and social learning.