Let Me Choose: The Role of Choice in the Development of Executive Function Skills

Abstract

Executive function (EF) skills, including working memory, inhibition, and cognitive flexibility, form the neurocognitive basis for conscious, goal-directed behavior and self-control. Young children are notoriously deficient in such skills, but EF improves most rapidly in the preschool period. Individual differences in EF are predictive of a host of important life outcomes, and recent advances in measurement and intervention are promising. Caregivers play a key role in the development of EF, particularly with respect to supporting the child’s autonomy. I take a closer look at agency and discuss theoretical and empirical support for the notion that giving children a sense of choice in how to act, think, and feel is essential for healthy EF skill development in early childhood.

The developing of executive function skills through culturally organized autonomy and helping

“…This provides children with opportunities to course‐correct in the moment, practicing cognitive flexibility. In some middle‐class communities, children's autonomy and agency are limited to a set of choices given by adults, which give children a sense of choice in how to act, a crucial factor for the development of Executive Function Skills (Carlson, 2023). However, children's autonomy in many Indigenous communities is not managed by adults; instead, children are encouraged and supported to be autonomous and to learn from the consequences of their actions.…”

More is more: toddlers do not show choice overload

“…Finally, it is important for future research to clarify the associations between EF skills and choice behavior and explore potential social influences. For example, there is a compelling theoretical argument in which parent provision of choice is thought to be a key ingredient in facilitating children's sense of agency and control, which in turn allows them to engage their EF skills in service of goal-directed behaviors (Carlson, 2023). These associations are likely bidirectional, but more data is needed to validate these ideas.…”

“…However, these latter studies had very small samples, including atypically developing children, limiting their analysis and generalizability. Recently, Carlson (2023) proposed a model linking children's sense of choice and agency to emerging executive function (EF), a set of neurocognitive skills required for goal-directed behavior including working memory, inhibitory control, and cognitive flexibility (Diamond, 2013). Early EF skills predict important developmental outcomes such as academic achievement (Willoughby et al, 2019) and physical and mental health (Moffitt et al, 2011).…”

Fostering Executive-Function Skills and Promoting Far Transfer to Real-World Outcomes: The Importance of Life Skills and Civic Science

“…EF skills continue to develop into adulthood, and the protracted development of these skills provides a long window of opportunity for environmental influences (Zelazo, 2020). Research with children indicates that EF skills can be strengthened by providing individuals with repeated opportunities to use these skills under supportive conditions-that is, with scaffolding that supports children's developing sense of agency and autonomy by being encouraging, calibrating the difficulty level of the challenges that children face (without causing undue stress), and offering choices (e.g., Carlson, 2023). A comprehensive review predicted that effective EF interventions will (a) challenge EF skills continually in new and different ways, (b) be personally meaningful, (c) be guided by a committed mentor, and (d) elicit joy, reduce stress, and inspire confidence (Diamond & Ling, 2020).…”