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	<title>Educational &#8211; A.T.L.A.S. Training</title>
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	<link>https://atlastraining.ie</link>
	<description>ATLAS Training Transdisciplinary therapy for children and young adults, including psychology, occupational therapy and speech and language therapy.</description>
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		<title>Executive Functions Through a Different Lens: Understanding Neurodivergent Children and Young People</title>
		<link>https://atlastraining.ie/2026/09/17/executive-functions-through-a-different-lens-understanding-neurodivergent-children-and-young-people/</link>
					<comments>https://atlastraining.ie/2026/09/17/executive-functions-through-a-different-lens-understanding-neurodivergent-children-and-young-people/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 17 Sep 2026 10:08:05 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Neurodivergence]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Autism]]></category>
		<category><![CDATA[ASD]]></category>
		<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Life Skills]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1382</guid>

					<description><![CDATA[Throughout this series, we&#8217;ve explored how executive functions develop from the toddler years through adolescence. We&#8217;ve seen that these skills don&#8217;t appear overnight. They grow gradually through relationships, play, meaningful occupations and repeated opportunities to participate in everyday life. But what happens when executive functions don&#8217;t follow the developmental pathway we might expect? What if [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/09/17/executive-functions-through-a-different-lens-understanding-neurodivergent-children-and-young-people/feed/</wfw:commentRss>
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		<title>Growing Executive Functions in Adolescence (13–18 Years): Why Teenagers Still Need Us More Than They Let On Part 2</title>
		<link>https://atlastraining.ie/2026/09/10/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-2/</link>
					<comments>https://atlastraining.ie/2026/09/10/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-2/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 10 Sep 2026 09:15:38 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Adolescent]]></category>
		<category><![CDATA[Secondary School]]></category>
		<category><![CDATA[High School]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1378</guid>

					<description><![CDATA[In Part 1, we explored why adolescence places such significant demands on executive functioning and why teenagers often need adults to &#8220;lend&#8221; them planning, organisation and emotional regulation while these skills continue to mature. In this second part, we&#8217;ll look at how everyday occupations continue to shape executive functions, why mistakes are an important part [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/09/10/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-2/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Growing Executive Functions in Adolescence (13–18 Years): Why Teenagers Still Need Us More Than They Let On Part 1</title>
		<link>https://atlastraining.ie/2026/09/07/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-1/</link>
					<comments>https://atlastraining.ie/2026/09/07/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-1/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Mon, 07 Sep 2026 11:38:55 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Adolescent]]></category>
		<category><![CDATA[School]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Secondary School]]></category>
		<category><![CDATA[High School]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1371</guid>

					<description><![CDATA[Becoming independent doesn&#8217;t happen overnight—and neither does the teenage brain. One of the most common things we hear from parents of teenagers is: &#8220;I don&#8217;t understand. They&#8217;re so capable in some areas, yet they still forget everything.&#8221; Perhaps your teenager can spend hours planning a holiday with friends, creating intricate worlds in Minecraft or researching [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/09/07/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-1/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
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		<title>Growing Executive Functions in Middle Childhood (8–12 Years): Building Independence One Everyday Occupation at a Time Part 2</title>
		<link>https://atlastraining.ie/2026/08/27/growing-executive-functions-in-middle-childhood-8-12-years-part-2/</link>
					<comments>https://atlastraining.ie/2026/08/27/growing-executive-functions-in-middle-childhood-8-12-years-part-2/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 27 Aug 2026 10:36:05 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[School]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Primary School]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1368</guid>

					<description><![CDATA[In Part 1, we explored why executive functions become increasingly important during the middle childhood years and why children who once seemed to manage well may suddenly struggle as expectations grow. In this second part, we&#8217;ll look at how families can nurture these skills through everyday occupations, why independence doesn&#8217;t happen overnight, and when it [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/27/growing-executive-functions-in-middle-childhood-8-12-years-part-2/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Growing Executive Functions in Middle Childhood (8–12 Years): Building Independence One Everyday Occupation at a Time Part 1</title>
		<link>https://atlastraining.ie/2026/08/24/growing-executive-functions-in-middle-childhood-8-12-years-building-independence-one-everyday-occupation-at-a-time/</link>
					<comments>https://atlastraining.ie/2026/08/24/growing-executive-functions-in-middle-childhood-8-12-years-building-independence-one-everyday-occupation-at-a-time/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Mon, 24 Aug 2026 11:03:59 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[School]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Primary School]]></category>
		<category><![CDATA[Life Skills]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1361</guid>

					<description><![CDATA[Why this age is so important This is one of my favourite age groups to work with as an occupational therapist. Children are becoming more independent and curious. They&#8217;re developing their own interests, managing more responsibilities and beginning to think ahead in ways they couldn&#8217;t when they were younger. But they&#8217;re also navigating an enormous [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/24/growing-executive-functions-in-middle-childhood-8-12-years-building-independence-one-everyday-occupation-at-a-time/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Growing Executive Functions in the Early School Years (5–8 Years): Why Homework Isn&#8217;t the Whole Story Part 2</title>
		<link>https://atlastraining.ie/2026/08/17/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story-part-2/</link>
					<comments>https://atlastraining.ie/2026/08/17/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story-part-2/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Mon, 17 Aug 2026 09:50:01 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Primary School]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[School]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Life Skills]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1342</guid>

					<description><![CDATA[In Part 1, we explored why the transition to school places such high demands on children&#8217;s executive functioning skills. We discussed how planning, remembering, emotional regulation and flexible thinking are challenged every day, often leaving children mentally exhausted by the time they arrive home. In this second part, we&#8217;ll explore how everyday family routines can [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/17/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story-part-2/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Growing Executive Functions in the Early School Years (5–8 Years): Why Homework Isn&#8217;t the Whole Story Part 1</title>
		<link>https://atlastraining.ie/2026/08/13/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story/</link>
					<comments>https://atlastraining.ie/2026/08/13/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Thu, 13 Aug 2026 10:13:49 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[School]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Primary School]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1335</guid>

					<description><![CDATA[Starting school changes everything… for children and parents. Many parents tell us the same story: &#8220;My child managed preschool beautifully. Then they started school and suddenly everything became harder.&#8221; Mornings become a rush. Homework ends in tears. Shoes are forgotten. Lunchboxes are left behind. Simple instructions seem impossible to follow. By the end of the [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/13/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Executive Functions Start Before School: Building the Foundations in Toddlers and Preschoolers (0–5 Years) Part 2</title>
		<link>https://atlastraining.ie/2026/08/10/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years-2/</link>
					<comments>https://atlastraining.ie/2026/08/10/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years-2/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Mon, 10 Aug 2026 08:54:06 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Toddler]]></category>
		<category><![CDATA[Preschool]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1320</guid>

					<description><![CDATA[In Part 1, we explored two of the three core executive functions—working memory and inhibitory control—and discussed why these skills develop gradually through supportive relationships rather than through pressure or punishment. In this second part, we&#8217;ll look at the final building block, how everyday activities naturally strengthen executive functioning, and when it may be helpful [&#8230;]]]></description>
		
					<wfw:commentRss>https://atlastraining.ie/2026/08/10/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years-2/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Executive Functions Start Before School: Building the Foundations in Toddlers and Preschoolers (0–5 Years) Part 1</title>
		<link>https://atlastraining.ie/2026/08/07/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years/</link>
					<comments>https://atlastraining.ie/2026/08/07/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years/#respond</comments>
		
		<dc:creator><![CDATA[Nicola Van Zyl]]></dc:creator>
		<pubDate>Fri, 07 Aug 2026 11:48:53 +0000</pubDate>
				<category><![CDATA[Parenting]]></category>
		<category><![CDATA[Development]]></category>
		<category><![CDATA[Educational]]></category>
		<category><![CDATA[Toddler]]></category>
		<category><![CDATA[Preschool]]></category>
		<category><![CDATA[Life Skills]]></category>
		<category><![CDATA[Tips]]></category>
		<category><![CDATA[Executive Functions]]></category>
		<guid isPermaLink="false">https://atlastraining.ie/?p=1310</guid>

					<description><![CDATA[Your toddler is already building executive function&#8230; even if it doesn&#8217;t look like it. Your three-year-old insists on putting on their own shoes. They become frustrated when they&#8217;re on the wrong feet. They stop, look, swap them over, and proudly walk out the door. Your four-year-old remembers that teddy needs to come in the car [&#8230;]]]></description>
		
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			<slash:comments>0</slash:comments>
		
		
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