Pathways to Improved Self-Regulation:
How Play Supports Development of the Brain’s Executive Functions
Dates: July 18-19 (Thursday-Friday)
Hours: 9:00-12:15 daily
CEUs: 3 hours per day, 6 total
Presenter: Daniel Yeager, LCSW, RPT-S
The term executive function (EF) refers to neuro-cognitive processes that provide for intentional, goal-directed behavior. With the development of the brain’s executive function, the young child, once dependent on others for regulation of his or her behavior, becomes increasingly capable of self-regulation. Children with immature executive function--despite their good intentions--have difficulty regulating thoughts, emotions and behavior.
A number of theorists point to children’s play as one element involved in the development of EF. We will examine diverse theories that view play as a "training ground" in which children learn to regulate their minds, emotions and behavior. We will also look at research regarding Tools of the Mind, an early elementary curriculum that creatively scaffolds children’s self-regulation through developmentally sensitive activities, including play.
Children with poor internal regulation need more external support. Traditional assessment methods may overlook the needs of their developing brains, leading to incomplete assessment and ineffective interventions. Therapists can utilize play 1) to create a more dynamic assessment process and 2) to educate children about EF, to motivate them, and to help them develop "point of performance" strategies that facilitate better emotional and behavioral self-regulation. Extensive case material will be presented.
Learning Outcomes After the session, participants will be able to:
1. Name the executive functions cited in Russell Barkley’s model and tell which one is related to self-directed play in early childhood.
2. Give an example of how the "Tools of the Mind" curriculum uses traditional childhood play to help children improve self-regulation.
3. Explain why play is an important part of a dynamic assessment.
4. Explain Vygotsky’s concept of Zone of Proximal Development and discuss its significance for planning play therapy interventions.
Presenter: Daniel Yeager, LCSW, RPT-S is a Licensed Clinical Social Worker and a Registered Play Therapist-Supervisor. He provides child and family therapy at The Yeager Center for Children and Families, in Lafayette, LA and specializes in working with children with attention and impulse difficulties. In 2007, he was named Social Worker of the Year by the Louisiana Chapter of NASW. He is a founding member and past President of the Louisiana Association for Play Therapy. He is the author of Simon Says Pay Attention: A Treatment Manual for ADHD (2009) and of Executive Function and Child Development (W W Norton, February 2013). He has also authored a chapter on self-regulation for the forthcoming book The Therapeutic Powers of Play: Twenty Core Agents of Change (2nd Edition), edited by Charles Schaefer and Athena Drewes (John Wiley & Sons, 2013.) He is a popular presenter, whose seminars combine theory and research with lots of hands-on learning.
Hours: 9:00-12:15 daily
CEUs: 3 hours per day, 6 total
Presenter: Daniel Yeager, LCSW, RPT-S
The term executive function (EF) refers to neuro-cognitive processes that provide for intentional, goal-directed behavior. With the development of the brain’s executive function, the young child, once dependent on others for regulation of his or her behavior, becomes increasingly capable of self-regulation. Children with immature executive function--despite their good intentions--have difficulty regulating thoughts, emotions and behavior.
A number of theorists point to children’s play as one element involved in the development of EF. We will examine diverse theories that view play as a "training ground" in which children learn to regulate their minds, emotions and behavior. We will also look at research regarding Tools of the Mind, an early elementary curriculum that creatively scaffolds children’s self-regulation through developmentally sensitive activities, including play.
Children with poor internal regulation need more external support. Traditional assessment methods may overlook the needs of their developing brains, leading to incomplete assessment and ineffective interventions. Therapists can utilize play 1) to create a more dynamic assessment process and 2) to educate children about EF, to motivate them, and to help them develop "point of performance" strategies that facilitate better emotional and behavioral self-regulation. Extensive case material will be presented.
Learning Outcomes After the session, participants will be able to:
1. Name the executive functions cited in Russell Barkley’s model and tell which one is related to self-directed play in early childhood.
2. Give an example of how the "Tools of the Mind" curriculum uses traditional childhood play to help children improve self-regulation.
3. Explain why play is an important part of a dynamic assessment.
4. Explain Vygotsky’s concept of Zone of Proximal Development and discuss its significance for planning play therapy interventions.
Presenter: Daniel Yeager, LCSW, RPT-S is a Licensed Clinical Social Worker and a Registered Play Therapist-Supervisor. He provides child and family therapy at The Yeager Center for Children and Families, in Lafayette, LA and specializes in working with children with attention and impulse difficulties. In 2007, he was named Social Worker of the Year by the Louisiana Chapter of NASW. He is a founding member and past President of the Louisiana Association for Play Therapy. He is the author of Simon Says Pay Attention: A Treatment Manual for ADHD (2009) and of Executive Function and Child Development (W W Norton, February 2013). He has also authored a chapter on self-regulation for the forthcoming book The Therapeutic Powers of Play: Twenty Core Agents of Change (2nd Edition), edited by Charles Schaefer and Athena Drewes (John Wiley & Sons, 2013.) He is a popular presenter, whose seminars combine theory and research with lots of hands-on learning.