Peer-reviewed article
Executive Functions and Early Childhood Development
Jiraporn Chano ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This paper discusses executive functions (EFs) as mental processes critical to early childhood development. Executive functions include memory, restraint, flexibility, emotional control, and planning—skills the document argues are more important than IQ or emotional quotient. The paper identifies ages 2-6 as a crucial period for developing these foundational skills that shape life success.
Key points
- Executive functions involve organizing ideas, feelings and actions, and include cognitive flexibility, emotional control, goal-setting, and planning
- Five core EF skills are identified: memory use, restraint, flexibility, emotional control, and planning/organizing
- The 2-6 year period is presented as an important developmental window for EF skill development
- EF skills are described as more influential for life success than IQ or emotional quotient
Limitations
The document is a conceptual overview without empirical data, research evidence, or specific geographic context. It does not describe how EF skills are measured, what interventions support their development, or what outcomes result from EF development.
Abstract
Executive Functions (EFs) are a mental process dealing with organizing of ideas, \nfeelings and actions, thoughtful thinking, emotional control,cognitive flexibility,setting goals, \nplanning, engaging, remembering, and executing information effectively, prioritizing things and \nworking step by step to achieve success. EFs skills are more important than IQ and EQ. This \n2-6 year period is an important time to develop EFs skills for children, which includes 5 skills. \n1) memory used 2) restraint 3) flexibility 4) emotional control 5) planning and organizing. \nThis is the basis of the skills that every human being must use and influence life success.