Addressing learner variability through executive function as a preventive measure for early school leaving

Abstract

The Strategic Plan for the Prevention of Early School Leaving in Malta, (2014) identifies high-quality Early Childhood Education and Care (ECEC) as one of the preventive measures to improve learning outcomes. The Free Childcare Schemelaunched in (2014) led to an increase in the participation of children (0-3 years) in childcare. Furthermore, the responsibility of Childcare Centres (0-3 years) has shifted to the Ministry of Education and Employment to establish an integrated model approach towards ECEC (0-7 years) which includes the acknowledgment of educational attainment for all learners through a learning outcomes framework complemented by an authentic assessment approach revolving around a learner-centred environment. To address individual learner variability, educators also need support to proactively plan and address such needs across learning environments. Universal Design for Learning (UDL) is a framework that is guided by the neuroscience and psychology behind how learning occurs and guides educators to best support ALL learner needs. Rather than waiting for learners to struggle or fail, UDL establishes flexible learning environments that provide accessibility from the outset. By providing multiple means of engagement, recognition, as well as action and expression, educators can promote expert learning to help each individual actualise their potential and understand what serves them best across contexts. One point of focus is to support expert learning by scaffolding and explicitly teaching skills and strategies related to executive function. This awareness and understanding will assist educators to equip young learners with a robust platform for successful future learning impinging on their learning engagement and motivation.