ABSTRACT
In the present chapter, we propose that a focus on early childhood executive functions may be a key to reducing socio-economically based achievement gaps in South Africa. To gain insight into the potential benefits of training teachers to promote executive functions with South African learners, we also examine the development of child executive functions within a bio-psycho-social and environmental framework. Finally, we end this chapter by highlighting effective interventions and strategies that can be implemented by teachers in classrooms, as well as home- and community-based interventions for which teachers can advocate.
