Executive functions are the set of cognitive skills that help us manage tasks, regulate emotions, and achieve goals. They develop gradually from early childhood into young adulthood, as the brain matures in different areas, but particularly within the frontal lobe, which is not fully developed until the early to mid-20's. Executive function skills influence how children learn, socialise, and navigate daily life. Below is a breakdown of key executive functions and how they typically present in preschool, primary school, and high school students.
1. Working Memory
Preschool: A child may struggle to follow multi-step instructions (e.g., "Go to your room, get your shoes, and bring them here"). They often need frequent reminders and visual prompts.
Primary School: Students start holding more information in their minds, like remembering homework details or following a sequence of classroom tasks. However, they may still forget instructions without support.
High School: Teenagers rely on working memory for complex tasks, such as taking notes while listening to a lecture or juggling multiple assignments. Difficulties in this area may lead to missed deadlines or incomplete tasks.
2. Inhibitory Control (Impulse Control)
Preschool: Children often act before thinking, grabbing toys, interrupting conversations, or struggling with turn-taking.
Primary School: Improved impulse control allows children to wait their turn in class discussions, follow classroom rules, and manage emotions better. However, they may still blurt out answers or struggle with self-regulation.
High School: Teens develop better self-control but may still struggle with impulsivity, especially in social situations or when faced with peer pressure. They are learning to pause and think before reacting.
3. Cognitive Flexibility
Preschool: Young children may have trouble adapting to changes in routine, becoming upset if plans change unexpectedly.
Primary School: They start handling small changes better but may still struggle with problem-solving when faced with unexpected challenges.
High School: Teens are expected to switch between tasks more fluidly, such as adjusting study strategies or changing approaches to social conflicts. Difficulties in this area may make transitions challenging.
4. Planning and Organisation
Preschool: Planning is minimal, and children need lots of external structure. They may struggle with simple sequences like putting toys away in the correct bins.
Primary School: Children start using basic organisational strategies, like writing down homework, but often need reminders and adult guidance.
High School: Teens are expected to independently manage homework, projects, and time commitments. Challenges in this area can lead to procrastination or difficulty keeping track of responsibilities.
5. Emotional Regulation
Preschool: Strong emotions are often expressed through tantrums or meltdowns, as self-soothing strategies are still developing.
Primary School: Children start recognising and naming emotions, using simple coping strategies like deep breathing or seeking help.
High School: Teens refine their emotional regulation skills but may still struggle with stress, frustration, or peer-related emotions. Healthy coping mechanisms, such as exercise or mindfulness, can be beneficial.
6. Task Initiation
Preschool: Young children often need direct prompting to start tasks, such as being reminded to clean up toys.
Primary School: They begin starting homework or chores with fewer prompts but may still procrastinate if tasks feel overwhelming.
High School: Teens are expected to self-start projects and homework. Struggles in this area may result in last-minute cramming or incomplete assignments.
How do we support Executive Function Development?
By understanding how executive functions evolve across different age groups, parents and educators can provide appropriate support and scaffolding, fostering independence and resilience in children and teens.
While executive function skills develop over time, some children may need additional support. Strategies such as visual schedules, structured routines, timers, checklists, and explicit teaching of self-regulation techniques can help at all stages.
For more individualised strategies - chat to your Occupational Therapist!
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