ABSTRACT
Chapter 4: Attainment and executive functioning discusses the principles of working memory, response inhibition, self-regulation and task-shifting. Executive functioning can be interpreted in practice as purposeful interaction with a learning environment which involves the use of deep level learning. There are few research studies on executive functioning in early childhood, and this chapter explores the issues in a context of research from the field of neuroscience illustrated by practice examples. Comprehension of the link between executive functioning in childhood and adulthood is significant to strategic and operational planning within services. Partnership-working between parents as primary carers and professionals as secondary carers and educators is highlighted as opportunistic and necessary to equip children to operate effectively within our changing world.
