Executive function and self-regulation

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.

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Research

The research supports a number of evidence-based practices for supporting executive function and self-regulation in early childhood care and education.

Two A4 paper sheets with the AERO executive function and self-regulation practice guide

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.

Illustrations of practice

Australian Children’s Education and Care Quality Authority (ACECQA) – Connecting with practice: Respecting and responding to children

This resource provides an example of developing children’s self-regulation and executive function through play.

This video showcases an educator in an early childhood education and care setting, working with children and catering to their many interests. The educator becomes involved in play, creating opportunities to extend play. The educator acknowledges when students need help and offers choices about the next activities, allowing children to make their own decisions and feel safe and supported. This is illustrated when the educator points out that the weather is getting cold and asks the children if they think they should move inside, giving a choice of activity to engage in and finding ways children can still pursue their chosen activities inside.

Australian Children’s Education and Care Quality Authority (ACECQA) – Connecting with practice: Enjoying the vegetable garden

This resource provides an example ‘modelling behaviour’ to improve children’s self-regulation.

This video shows an educator in an early childhood education and care setting, supporting students to develop self-regulation by cooperating in the garden. She does this by modelling turn taking and sharing behaviour, supporting children to decide on next steps in the garden. In the video, it is clear that the educator has explicitly taught desired behaviour to the children, which is demonstrated when a child notices when the educator’s hat is not on, and they point it out.

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