Friday Sessions

This presentation provides insight into how to facilitate the development of higher-level cognitive skills known as executive functions. Being able to plan, organize, inhibit responses, follow multi-step directions, stay focused, complete tasks amid distractions, be resilient, engage in non-preferred tasks, delay gratification, and be a flexible thinker are skills that set young children up for success in school and in life.

Research shows that executive function skills develop most rapidly between ages 3 and 5, making high-quality early childhood services critical for optimal growth and development. 

As a result of the presentation, participants will be able to:

• Explain how play-based learning differs from traditional learning.
• Identify characteristics of play-based learning that stem from research in the field of neuroscience.
• Describe the key executive functions to address in early childhood.
• Summarize how educators, therapists, and parents can support the development of executive function skills during play-based learning

Society tends to view time spent in play as a frivolous, purposeless activity. Play is often considered to be the opposite of learning. This presentation will examine common societal myths regarding play and then provide an overview of the developmental benefits of play-based learning in early childhood. There will also be an evidence-based discussion of the limitations of screen-based play along with recommendations for helping families establish mindful screen time habits at home. Participants will gain strategies for supporting children who are struggling learning through play along with neurodiversity-affirming strategies for supporting autistic children.

As a result of this training, participants will be able to:

• Explain how young children with developing brains and bodies learn best.
• Describe the developmental benefits of play-based learning in early childhood.
• Explain strategies for helping families establish mindful screen time habits at home.