Developing “Executive Function” at Shady Oak
(Who is a “Shady Oak Kid”?)
 
For more than a quarter of a century, parents, teachers, and others have used the term “Shady Oak Kid” to describe a child who has attended Shady Oak Christian School and has benefitted from attending this nationally recognized play-based program.  A “Shady Oak Kid” stands out from his/her peers for being bright, caring, articulate, confident, self-regulated, and respectful of other children and adults and the environment. Research shows that this is not just proud parents or staff of a school describing children they love so much!
 
Such children have developed traits and skills that now have been researched and named “executive functions.”
 
Children who regularly engage in plentiful creative, imaginary play excel in the mental skill referred to as "executive functioning". This functioning involves the prefrontal cortex of the brain. The term "executive function" refers to mental processes through which children learn to regulate and control their own "knee-jerk" impulses and emotional reactions. It means they gradually learn to think and control behavior before they act inappropriately. They gain competence in mentally solving problems so they learn to behave more reliably within acceptable social rules and conduct. 

The ability to regulate and control one's behavior corresponds closely with success in school and adult life. Adele Diamond of the University of British Columbia believes that executive functions predict children's achievements as well as IQ tests do or even better, because they go beyond what we know and tap our abilities to USE what we know.
 
Children who are deprived of enough free time, space, and opportunity for creative play are at risk of NOT developing these play outcomes.

•	Abstract and symbolic thinking, decision-making, creative problem solving and goal setting;
•	Complex language development and ability to “self-talk” through learning steps;
•	Emotional awareness and competence, identity and self-image development, ability to maintain self-control through self-regulation, stress management and ability to delay  gratification;
•	Social skills, such as patience, cooperation, negotiation, non-violent conflict resolution, teamwork, sharing, considering other’s point of view; and, 
•	Formation of a moral or ethical code that distinguishes right from wrong, respect for others’ rights and ability to work toward the greater good.

Play is an instinctual birthright designed to spur on and sustain human development.  Children rely upon it. We, at Shady Oak Christian School, are advocating for children’s crucial need for authentic play.
                                                              (Over for References)
References:

Galinsky, Ellen. Mind in the Making. New York: HarperCollins, 2010. Print.

Hirsh-Pasek, K., Roberta Michnick Golinkoff, Laura E. Berk, Dorothy Singer. A Mandate for Playful Learning in Preschool: Presenting the Evidence. New York: Oxford University Press, 2009. Print.