PARENTS

Practicing Executive Functions

The LearningWorks for Kids model is based upon the premise that children are using many executive function skills while playing video and computer games. Repeated use of executive skills in game play may lead to changes in brain functioning and to better problem solving.  However, it is our assertion that a combination of engaged game playing with “point of performance” practice (trying the skill out where it counts) leads to improved executive skills for the real world. Children are capable of generalizing their game-based executive skills to the real world, but in order to do so they need to reflect on their actions and display self-observational and metacognitive skills. Parents and teachers can serve as outside observers, helping the children make the connection between their game-based skills and similar skills used in their day-to-day world. 

Parents can also provide opportunities to try out executive skills, talk about how kids practice these skills in game play, and help to evaluate their successes and failures. In order to help children transform their game-playing skill to a real-life executive function, it is important to get them to reflect on how they use this skill in the game and how they apply it in their real world.  The parent/teacher role is to assist the children in the metacognitive/self-observational process to help them make this connection. The steps to do so follow:

1. Identifying “Real Life” Opportunities for Executive Functions
Identifying areas in which your child may use a particular executive function skill.  For example, observe him/her while getting ready to go to school in the morning. Help him/her to see how organizing his/her materials for school, including his/her lunch, backpack, and clothing, can be done in an orderly and consistent fashion. Talk to him/her about how this is related to the executive function skill of organization.

There are many other real-life situations requiring executive functioning skills that are easily identified. These include:

• Taking care of chores
• Sustaining effort and completing homework assignments
• Handling frustrations while playing a game or involved in sports
• Practicing a skill from a musical or athletic lesson

2. Compliment Executive Skills
“Catch” your child after he/she has employed an executive function skill effectively. For example, observe your child appropriately getting ready for school in the morning by putting his/her lunch into his/her backpack, while at the same time checking the clock so that he/she is managing time effectively. Point out how the child has used organizational and time management skills.

3.  Connect the Skills
Encourage elaboration. While discussing the effective use of an executive function, have the child describe how he/she used the skill in other areas and how he/she might employ it in his/her digital game play or  in other activities in his/her life.  Help him/her to make the connections between one situation and another. This greatly assists with the generalization of the skill from one area to another.

4.  Do it Yourself
Model executive function skills. As a parent, it is often helpful to pretend that one is on stage, and that the children are always observing them. Talking out loud when one is planning out one’s day or how you intend to complete a set of errands, for example, telling your child, “First, we’ll go to the library. Then we’ll pick your sister up at dance lessons, and then we’ll go to the grocery store. That way, if we get anything frozen at the grocery store, we’ll be on our way home right from there, and it won’t have a chance to melt.”