Create Resources/Experiences:

Adaptation to Daily Life Experience:

• Choose a daily life activity related to executive function (e.g., transitions, self-regulation) and design an adaptation or modification.
• Follow the Principles of Universal Design for Learning (UDL) and consider adaptations/modifications from "Teaching, Adaptation, and Modification Strategies" (TAMS).

Adaptation to Learning Experience or Toy:

• Select a learning experience or toy that supports executive function development and design an adaptation or modification.
• Ensure alignment with UDL principles and TAMS strategies.

Visual Aid/Communication Tool:

• Design a visual aid or communication tool specifically tailored to support executive function development.
• Apply UDL principles and refer to TAMS for effective adaptations/modifications.

Part 2 - A Guiding Tool for Families and EducatorsCreate a Guide:

Title:

• Give your guide a title that reflects its purpose, such as "Supporting Preschoolers with Executive Function Needs."

Child Information:

• Specify that the focus is on a preschooler with executive function support needs.

Photos and Citations:

• Include photos of the resources/experiences, properly cited as per APA.

Instructions and Adaptations/Modifications:

• Provide clear instructions on how to use the resources/experiences, emphasizing executive function support.
• Include two ways to adapt/modify their use, considering the unique needs of the preschooler.

UDL and TAMS Explanation:

• Explain how UDL principles and TAMS adaptations/modifications were considered in creating each resource/experience, with a specific focus on executive function.

Teaching Strategies:

• Choose two teaching strategies from TAMS for each resource/experience, tailoring them to address executive function needs.
• Provide a brief scenario (maximum 150 words) for each resource to demonstrate how these teaching strategies could be implemented in the context of executive function support.

HDLH and KP Adherence:

• Explain how these resources/experiences help adhere to the requirements of HDLH and/or KP in the context of supporting a preschooler's executive function development.
• Consider incorporating an Indigenous perspective and explain its relevance, if applicable.

Ensure that your guide is informative, visually appealing, and provides practical guidance for both families and educators working with preschoolers with executive function support needs.