Support children to understand and control their emotions and behaviours
Overview
Executive function refers to the ability to control our attention, remember instructions, manage emotional reactions and behaviours and organise our thinking. Self-regulation is when learners use these skills to control their behaviour. For young children, executive function and self-regulation are essential for a range of tasks, including engaging in purposeful play, sustaining attention, persisting with challenging tasks and taking turns.

Early Years Learning Framework
This topic relates to all outcomes in the Early Years Learning Framework – a guide to supporting and nurturing young children's learning from birth to 5 years of age, and their transition to school.
Research
The research supports a number of evidence-based practices for supporting executive function and self-regulation in early childhood care and education.

Tried and Tested practice guide
This guide outlines key practices that support executive function and self-regulation.

Annotated reference list
An overview of the research evidence cited throughout our executive function and self-regulation resources.
Snapshots of practice
Executive function and self-regulation may look different in different contexts. See below some examples in early childhood settings.