*1.1.1. Attention*

The attention system is a basic and supporting component of the execution system. It is a tool that guards learning for the developing individual and directs interaction with the environment, especially from birth [6, 7]. Throughout childhood, the child increasingly masters in creating schemas and representations by taking information about the environment. This supports the child's adaptation and learning of the demands and challenges of the community. For this reason, attention, regulation, and maintaining attention interact neurodevelopmentally with memory processes and constitute cognitive structures necessary for executive and behavioral control. As a result, attention during infancy and crawling period emerges as targeted behavior and serves to develop executive function skills over time [7, 8].

The infant begins to see the effects of his growing awareness with the events and experiences surrounding him over his perceived knowledge. This encourages cognitive and behavioral dialog through direct and indirect interactions with objects and people. The motor functions, senses, and cognitive functions interact to create the connection between the baby and the environment, which facilitates the infant's experience with the surroundings. This increases the infant's control over the interaction with the environment. This is initially a passive response to the environment but then it turns into an environment research process. Then, the quest for increased ties and interaction becomes an active process. As people, events, and experiences increase, babies carefully separate events and experiences that they find stimulating or uncomfortable and seek support through behavior or voice responses [9]. In the game period, the child begins to realize that they are influencing their environment and surroundings through mechanisms such as attention, reaching a target, and exploring. This awareness turns into realizing goals and desires and improves early problem-solving skills.

#### *1.1.2. Behavioral and emotional regulation*

Self-regulation develops throughout the age of infancy, walking, and primary education period. Guiding parenting initially directs this development capacity, but the baby and then the child develops his own reactions on how he behaves [7, 10]. In "real" experience, the child reacts to events through observation and imitation. By actively recalling these experiences, the child makes behavioral choices. The strategy begins to play a greater role in their behavior so that during late infancy examples of purposeful actions or even "secret" behaviors (i.e. game hiding, early denial of responsibilities) are observed [11]. These efforts are examples of executive functions that arise such as problem-solving, self-monitoring, strategy definition and implementation, and even primitive flexibility. Memory is the basis for the development of many basic executive functions; the information processed and stored in the working memory governs attention, and constant impulse control arises and evolves. As a response to the child's efforts to guide and shape experience, orientation and engagement occur.
