1. The Science of
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MIND IN THE MAKING
Ellen Galinsky | Families and Work Institute
September, 2014
1
™ DO NOT USE WITHOUT PERMISSION

2. In the first years, trillions
of neural connections
are made – forming
the foundation for
future learning.
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The architecture of the brain is being built
from the ground up, based not just on
genes but our experiences and
interactions.
STARTING AT THE BEGINNING:
BRAIN BUILDING BASICS WITH SAM WANG
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3. PROMOTING POSITIVE RELATIONSHIPS
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An Essential Strategy In
Improving Children’s Learning

4. Positive relationships
with caring adults are
essential for brain
development.
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“When we talk about how the
environment affects young children,
we're really talking about most
importantly the human environment
and we're talking about relationships.
There is no healthy social, emotional
and cognitive progression in the
absence of relationships. There is no
development without relationships!”
—Jack P. Shonkoff, Harvard University
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5. PROMOTING SERVE AND RETURN
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An Essential Strategy In
Improving Children’s Learning

6. HOW CHILDREN
LEARN LANGUAGE
Patricia Kuhl
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7. PROMOTING EXECUTIVE FUNCTION SKILLS
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An Essential Strategy In
Improving Children’s Learning

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“Executive function refers to the top-down
neurocognitive processes involved in the
flexible, goal-directed problem solving.”
—Zelazo et al., 2008
“Executive function involves managing thought,
action and emotion to achieve goals.”
—Miyake et al., 2000
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9. What are executive
function skills?
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FOCUS: being able to pay attention;
WORKING MEMORY: being able to
keep information in mind in order to
use it;
COGNITIVE FLEXIBILITY: being able
to adjust to shifting needs and demands;
INHIBITORY CONTROL: being able to
resist the temptation to go on automatic
and do what we need to do to achieve
our goals.
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10. As children grow
older, these skills
include reflecting,
analyzing, planning
and evaluating.
It’s never too late.

11. EXECUTIVE FUNCTION
LIFE SKILLS
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12. Executive function
life skills are important
to school readiness
and school success.
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WORKING PAPER 1111 “Executive function skills are crucial building
Building the Brain’s
“Air Traffic Control” System:
How Early Experiences Shape the
Development of Executive Function
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blocks for the early development of both
cognitive and social capacities.”

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Self control skills are predictive of early math
and reading ability, independent of intelligence.
—Blair and Razza, 2007

15. Executive function life skills
are important in addressing
high school success.
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Delayed gratification in preschool is a precursor
of this skill years later.
—Eigsti et al, 2006

17. Executive function life skills are
important in addressing college
success and the graduation rate.
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Self-control predicts college students’ grades,
fewer impulse control problems, better
adjustment and better relationships.
—Tangney et al., 2004
High Self-Control Predicts Good Adjustment,
Less Pathology, Better Grades, and
Interpersonal Success
June P. Tangney
George Mason University
Roy F. Baumeister
Case Western Reserve University
Angie Luzio Boone
George Mason University
ABSTRACT What good is self-control? We incorporated a new measure
of individual differences in self-control into two large investigations of a
broad spectrum of behaviors. The new scale showed good internal
consistency and retest reliability. Higher scores on self-control correlated
with a higher grade point average, better adjustment (fewer reports of
psychopathology, higher self-esteem), less binge eating and alcohol abuse,
better relationships and interpersonal skills, secure attachment, and more
optimal emotional responses. Tests for curvilinearity failed to indicate any
drawbacks of so-called overcontrol, and the positive effects remained after
controlling for social desirability. Low self-control is thus a significant risk
factor for a broad range of personal and interpersonal problems.
June P. Tangney and Angie Luzio Boone, Department of Psychology George Mason
University; Roy F. Baumeister, Department of Psychology, Case Western Reserve
University.
This research was supported by a research grant from the John Templeton
Foundation and by research grant #MH-57039 from the National Institutes of Health.
We thank Ronda Dearing for assistance with data analysis.
Address correspondence to June P. Tangney, Dept. of Psychology, George Mason
University, 4400 University Drive, Fairfax VA, 22030-4444.
Journal of Personality 72:2, April 2004.
Blackwell Publishing 2004

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One aspect of executive function skills in four-year-
olds—“attention span persistence”—is
strongly predictive of whether or not these
same children graduated from college when
they were 25 years old.
—McClelland et al., 2012
The statistics are dramatic :
“Children who were rated one standard
deviation higher on attention span-persistence
at age 4 had 48.7% greater odds of
completing college by age 25.”
—McClelland, Oregon State University

20. If we are going to make a difference in school
readiness, school success, workforce readiness
and workforce success, executive function life
skills are a strong place to intervene…
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… because research shows that they CAN be
improved.
—Diamond and Lee, 2011

22. 1. Look
2. Chat
3. Follow
4. Stretch
5. Take Turns
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Make eye contact so you and your
child are focused on each other.
Talk about the things you see, hear and do
together, explaining what’s happening.
Take your child’s lead by responding to their
words and actions; you can ask questions like
“remember when...?” or “what do you think...?”
Make each moment bigger by elaborating
upon what your child does and says.
With sounds, words, faces and actions, go back
and forth to create a conversation or a game.
Vroom Brain Building Basics

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1. Look
Make eye contact with children so caregivers and children are
focused on each other.
Age: 0 – 1 year
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2. Chat
Talk with children about the things they see, hear, and do, explaining
what’s happening.
Age: 2 – 4 years
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3. Follow
Take a child’s lead by responding to their words and actions; ask
follow-up questions like, “what do you think?” or “why did you like that?”
Age: 0 – 1 year
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4. Stretch
Make each moment bigger by elaborating upon what children do and say.
Age: 3 – 4 years
© 2014 Families and Work Institute

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5. Take Turns
With sounds, words, faces, and actions, parents can go back and forth
to create a conversation or game with children.
Age: 3 – 5 years
© 2014 Families and Work Institute

28. The Science of
Powered by
MIND IN THE MAKING
Ellen Galinsky | Families and Work Institute
September, 2014
28
™ DO NOT USE WITHOUT PERMISSION