Executive Functions
Executive functions are a set of processes relating to managing yourself and your resources to achieve a goal. These are neurologically based skills that involve mental control and self-regulation. Different neurologists have slightly differing lists of executive functions, and classify them a little differently, but the basics are similar. The list below is a composite from several sources.
Dr. Montessori never spoke of executive functions as such. Instead she spoke of "normalization" - the process of shifting from disorder, impulsivity, and inattention to self-discipline, independence, order, and peacefulness. She probably would have grouped them thus:
Self - Discipline:
- Inhibition - the ability to stop your own actions and thougts at an appropriate time, to choose an appropriate response
- Initiation - the ability to begin a task or activity
- Self-monitoring - tracking your own performance and comparing it to standards of what is needed or expected
- Metacognition - being aware of your own thoughts and thought processes, including being aware of and managing your feelings
Independence:
- Planning - the ability to manage current and future oriented demands - previewing likely consequences of action and likely needs; choosing a level of processing that is neither too consuming nor too superficial; time management, including maintaing an appropriate speed and rhythm for work, figuring out which details are important
- Working memory - holding informaiton in mind to complete a task, sustaining attention despite distractions,
Order:
- Organization - being able to impose order on materials, spaces, and thoughts
- Flexibility - the ability to adapt stratagies or plans in response to mistakes or new information; ability to generate possible solutions
As you can see, these are important basic skills!
Thus, to build these skills in a Montessori environment, there are many things happening in the background, less obvious than the materials on the shelves.
From the beginning, children think ahead and plan their day. Dr. Montessori realized how important this was to children. Each material is designed with a particular order to it, steps which follow in sequence. The day follows a particular rhythm, and each material has its place. Children use this external order to begin to develop systems of creating order in their minds.
Most of the materials are self-correcting. If a piece is left over at the end, something isn't right. This enables the child to develop flexibility, self-monitoring, and inhibition skills, as well as planning and working memory. However, Dr. Montessori was well aware of the need for children to develop confidence and self-esteem at the same time, saying that guides must "Never let a child risk failure until he has a reasonable chance of success." Through careful observation, guides gradually provide the opportunities for a child to reach amazing potential, one tiny step at a time.
Similarly, children are guided into self-discipline. Montessori emphasized freedom within limits - that a child should be free to choose and to act, but "to give a child liberty is not to abandon him to himself." Choices must be made within the limits of the class, or a guide will step in and assist with suggestions, guidance, or an explanation. Children will be redirected, offered more limited choices, and asked to participate in solving problems. Similarly, logical consequences are part of the daily life - if a child spills water, he is shown how to dry it; if she uses all the blue paint, there is no more until tomorrow. No fuss, just life.
As technology, the economy, the workforce and the world continue to change in ways we cannot predict, it is increasingly apparant that there is an increased need to help children develop these skills.