Executive function (EF) is an umbrella term that describes an intricate group of cognitive
processes that operate in an integrated way to regulate behaviours, organise mental
processes, shift between tasks flexibly, and solve problems. EF subdomains such as
working memory, cognitive flexibility and inhibitory control become increasingly
complex and integrated during development and are influenced by internal and external
factors. The development of scaffolded tools that tap executive function in the classroom
could support teachers to promote learning in the classroom. The current research
explores performance on the Preschool Executive Task Assessment (PETA), designed to
more easily translate feedback into the classroom. Links to behavioural functioning,
environmental factors and academic ability will also be discussed. The PETA is a multistep,
table-top task designed for 3-6 year olds that requires structured scaffolding for the
child and aims to reflect a novel task which children at this stage of development often
face at home or at school. The practical implications of using tools such as the PETA in
order to promote early learning skills will be discussed. Qualitative feedback on task
design from teachers will be considered. Finally, we will discuss the challenges of the
current development of similar tasks for the earlier toddler stage