welcome to tools of the mind. what is school readiness ? doing well in school is the result of a set...
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Welcome to Tools of the Mind
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What is school readiness?
Doing well in school is the result of a set of underlying cognitive skills that enable children to learn—anything, including the knowledge and skills used to define reading readiness and math readiness.
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In elementary school, children have to:• Learn on-demand– Learning when the teacher says it is time to learn– Learning what the teacher says they should learn– Making the teacher’s plan their plan
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To learn on-demand, children have to develop
Self Regulation(Executive Function--EF)
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What is Self-Regulation (Executive Functions)
Inhibitory, effortful or self-controlWorking memoryCognitive Flexibility
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Inhibitory or Effortful Control
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Being able to act appropriately when tempted to do otherwise
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Being able to delay gratification
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The Marshmallow Test
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Stay on task even when bored
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Paying attention despite distractions
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Working Memory
Ability to hold information “in mind”
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Working Memory
• Holding information in mind and being able to work with it
• Being able to reflect on one’s thinking• Weighing two different strategies for the same
situation so you can choose the better one• Taking more than one perspective at a time
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Cognitive Flexibility
• Change and adjust mental effort
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Executive Function skills are necessary when you need to be intentional, to learn something
new--on-purpose-- when you are not functioning on autopilot.
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Self-Regulation is associated with growth and maturity of
the prefrontal cortex.
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What we know from the general research base…..
• Self-regulation predicts school readiness, over and above cognitive skills and family backgrounds– Relates to early math and reading skills– Affects children’s social relationships in the
classroom critical for learning
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If self-regulation does not develop early, it seems to be less amenable to later intervention resulting in– academic problems – anti-social behavior – eventual school drop out
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Self-Regulation is a Problem in Today’s Classroom
• Growing levels of aggression and oppositional behavior have been found in day care and Head Start (up to 1/3 of the class)
• Preschool teachers report that behavioral problems are their greatest challenge in the classroom
• Kindergarten teachers report less than 50% of their children start school with self-regulation
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There is growing evidence that self-regulation/executive function
is learned.
• It does not develop naturally• It is not a personality characteristic that
cannot be changed
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Self-Regulation Convergence of
evidence pointing to the fact that early childhood is the period when practicing self-regulated behavior has the most profound impact on the developing brain.
(Blair, 2001)
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Tools of the Mind—Teaching Children to be Self-Regulated
• Self-regulation embedded in all activities• Teachers scaffold the quality of dramatic
make-believe to foster self-regulation• Literacy and math activities modified to
include self-regulatory component• Activities teach “thinking before acting” (self-
regulation and reflective thinking)• Classroom management techniques maximize
time-productive interactions and task involvement
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Tools of the Mind
Our program is designed to go beyond the facts and skills to teach “Tools” or mental strategies that help children become self-regulated.
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If you’re interested in reading more you can visit our website or read about our
program in these books
www.toolsofthemind.org