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We want to see if there is a positive association with Conscious Discipline, or Social-Emotional Learning, and improved EF skills in children.
Composure: The adult provides children with techniques, such as active calming, to regulate their emotions. (Brain Smart Start and Safe Place)
Adult Assertiveness: The adult is assertive, which provides the structure a child needs to be successful. We would argue that if an adult is assertive and give5 concrete instructions to the children, it can help them better understand self-control and how to effectively achieve a goal. (Visual Routines, Visual Daily Schedule, and Time Machine)
Choices: When a child is an emotional state, the teacher or adult can provide two choices for the child to choose from, or when the child is in a more controlled state, the child may be asked what his or her choices are. The children will also see desirable behaviors posted around the classroom. These can help a child to think about their options and regulate their own behaviors and emotions before deciding what their next action will be. (Picture Rule Cards)
Consequences: The adult uses natural consequences to teach children new social skills and uses logical consequences to motivate a child to utilize the skills that they are learning in the classroom. If a child becomes upset by the consequences, the adult teaches them how to effectively regulate those emotions while also working towards rectifying their behavior.
Psychology | Social and Behavioral Sciences | Social Work | Sociology
Budisch, Melissa and Collins, Erin, "The Correlation between Children's Executive Functioning and Their Academic Performance and Social Competence" (2019). Content presented at the Roesch Social Sciences Symposium. 17.