TY - JOUR
T1 - Re-conceptualizing executive functions as social activity in children's playworlds
AU - Fleer, Marilyn
AU - Veresov, Nikolai
AU - Walker, Sue
PY - 2017
Y1 - 2017
N2 - This paper presents the outcomes of a study into how some early childhood teachers conceptualized the process of creating the conditions for the development of higher forms of cultural activity, often referred to in the general literature as Executive Functions (EF). EF are usually defined as those interrelated processes or functions that manage and control thoughts and behaviors. The underpinning experimental studies feature interventions that early childhood teachers are asked to implement, which we argue is problematic. The research reported in this paper takes a different approach. First, EF is theorized as a cultural activity, where the environment acts as the source of development of specifically human characteristics. Second, the teachers used playworlds to frame EF activities. Conceptualizing EF activities through play, rather than focusing on functions in the brain, oriented the teachers to creating dramatic events and social practices for supporting higher mental functioning as part of everyday preschool activities. We argue that a conception of EF as a social practice is a more pedagogically productive way of creating the conditions to support children's development because it speaks directly to teachers' practice.
AB - This paper presents the outcomes of a study into how some early childhood teachers conceptualized the process of creating the conditions for the development of higher forms of cultural activity, often referred to in the general literature as Executive Functions (EF). EF are usually defined as those interrelated processes or functions that manage and control thoughts and behaviors. The underpinning experimental studies feature interventions that early childhood teachers are asked to implement, which we argue is problematic. The research reported in this paper takes a different approach. First, EF is theorized as a cultural activity, where the environment acts as the source of development of specifically human characteristics. Second, the teachers used playworlds to frame EF activities. Conceptualizing EF activities through play, rather than focusing on functions in the brain, oriented the teachers to creating dramatic events and social practices for supporting higher mental functioning as part of everyday preschool activities. We argue that a conception of EF as a social practice is a more pedagogically productive way of creating the conditions to support children's development because it speaks directly to teachers' practice.
KW - Executive functions
KW - Playworlds
KW - Cultural-historical
KW - Early childhood
KW - Teacher practice
UR - http://www.scopus.com/inward/record.url?scp=85018403243&partnerID=8YFLogxK
U2 - 10.1016/j.lcsi.2017.04.003
DO - 10.1016/j.lcsi.2017.04.003
M3 - Article
AN - SCOPUS:85018403243
VL - 14
SP - 1
EP - 11
JO - Learning, Culture and Social Interaction
JF - Learning, Culture and Social Interaction
SN - 2210-6561
ER -