**1. Introduction**

Coordination of the executive functions (EFs) with the frontal lobe is seen in all mammalian species. Executive functions are not specific to people and their need of advanced information computing, but it is an integral part of the mammalian brain development that emerges over time to facilitate a more complex problem-solving and goal-oriented behavior [1]. The basic function of the developing nervous system is revealing the efforts that are necessary for effective learning and successful adaptation. Vertical and horizontal development processes of brain development and the accompanying age and experience make control and communication more automatic and effective [2, 3]. This is a demonstration of the skills and adaptation that we have developed over time while allowing us to understand what managing means in

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. © 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

childhood and adolescence. We acquire mastery of having and using cognitive controls with maturation. However, although the system is more effective at the beginning of maturation in parallel with increasing needs, it may provide less support afterward [4].

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

Executive Functions and Neurology in Children and Adolescents

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Middle childhood is one of the basic periods in which executive functions are necessary to support successful learning and the development of academic skills [8]. With executive functions in the first three grades, children can identify what's important and integrate new information with the existing information. However, from the fourth-grade onward, the learners who are expected to manage integrated academic requirements more competently and strategically have considerable demands on working memory, impulse control, self-monitoring, and intent to facilitate independent problem-solving and productivity [12]. For the typically developing middle school child while learning success proceeds in a forward line which indicates a growing capacity for independence, demands are met via variable engagement of EF skills. For example, impulse control develops completely between 10 and 12 years old [13, 14]. Similar speed in organizational skills with the speed of processing, verbal fluency, multidi-

the child's efforts to guide and shape experience, orientation and engagement occur.

mensional transition, and planning usually occurs during middle childhood [14].

Middle childhood is a time period in which attention and motivation are necessary and a child should be under observation. For successful learning, behavioral regulation must increase [15]. Children who are 6 years old start to make tasks more successfully that require impulse control, and at age 9, most children can self-monitor and correct their behavior moderately [16]. Children who manage the tasks of increased attention and regulation effectively are more resistant to situations such as blocking, dissatisfaction, insistence, and self-control. Emotional regulation should be underlined with increasing daily demands and challenges, especially in terms of disappointment, anxiety, and anger. However, the difficulties associated with attention and behavior control, which are frequently seen with attention deficit and hyperactivity disorder (ADHD) and disruptive behavior disorders (DBD), emphasize that there is a major hurdle in the development of executive functions. As difficulties arise such as inefficiency, carelessness, and poor self-control, executive dysfunction manifests itself [17].

The enhanced self-control capacity in this period is necessary to meet additional demands, especially in social areas. Young people in this age start to establish stronger ties with their peers, and the opportunities in playing and learning reinforce belonging. This social inclusion increases opportunities by providing a wider range of participation and influence across all aspects of executive control. Especially, trying to solve problems together gives children the opportunity to accept and consider the opinions of others in situations where they can develop and change

Cooperation and reconciliation-related activities help the child struggle on his/her own and master on these skills. A child who is weak about understanding society and solving problems

**1.2. Executive functions in childhood**

their ideas and goals [18].
