NYT: Can the right kind of play teach self-control
As summarized by the Bay Area Edupreneur News Bulletin:
Over the last few years, a new buzz phrase has emerged among scholars and scientists who study early-childhood development, a phrase that sounds more as if it belongs in the boardroom than the classroom: executive function. Originally a neuroscience term, it refers to the ability to think straight: to order your thoughts, to process information in a coherent way, to hold relevant details in your short-term memory, to avoid distractions and mental traps and focus on the task in front of you. And recently, cognitive psychologists have come to believe that executive function, and specifically the skill of self-regulation, might hold the answers to some of the most vexing questions in education today.
The ability of young children to control their emotional and cognitive impulses, it turns out, is a remarkably strong indicator of both short-term and long-term success, academic and otherwise. In some studies, self-regulation skills have been shown to predict academic achievement more reliably than I.Q. tests.
The problem is that just as we’re coming to understand the importance of self-regulation skills, those skills appear to be in short supply among young American children. In one recent national survey, 46 percent of kindergarten teachers said that at least half the kids in their classes had problems following directions. In another study, Head Start teachers reported that more than a quarter of their students exhibited serious self-control-related negative behaviors, like kicking or threatening other students, at least once a week. Walter Gilliam, a professor at Yale’s child-study center, estimates that each year, across the country, more than 5,000 children are expelled from pre-K programs because teachers feel unable to control them.