Executive Functioning

Supporting Children in Building Executive Functioning Skills

Executive functioning is like the brain’s “management system.” It helps children plan, organise, focus, remember instructions, regulate emotions, and control impulses so they can handle everyday tasks, make decisions, and solve problems. These skills develop gradually from early childhood through adolescence and are essential for success in learning, social participation, and daily life.

Occupational therapists (OTs) play a key role in supporting children aged 2–16 to build executive functioning skills through developmentally appropriate, meaningful, and practical strategies embedded in everyday activities.

Why Executive Functioning Matters

Strong executive functioning skills allow children to:

• • Working memory: Holding and using information (e.g. remembering instructions).

• Inhibitory control: Resisting impulses and distractions, foundation for strong attention/

• Cognitive flexibility: Shifting between tasks, ideas, or problem-solving approaches.

• Organise and plan: Break down activities into steps and manage time effectively.
• Regulate emotions: Managing emotions to stay engaged and cope with challenges.
• Solve problems independently: Think critically and adapt to new situations.
• Task initiation and completion: Starting and finishing activities independently

How Executive Functioning Develops Across Childhood

Executive functioning does not develop all at once. Expectations vary depending on age and stage:

• Early childhood (2–5 years): Following simple routines, waiting briefly, transitioning with support, beginning to manage big emotions
• Middle childhood (6–10 years): Following multi-step instructions, organising school materials, managing time with support, coping with frustration
• Adolescence (11–16 years): Planning ahead, prioritising tasks, self-monitoring behaviour, managing increasing academic and social demands

Some children may experience delays or difficulties due to neurodevelopmental differences (e.g. ADHD, autism), learning challenges, anxiety, or differences in sensory processing.

Signs a Child Might Struggle

Children with executive functioning difficulties may:

• Forget instructions or lose track of tasks easily
• Struggle to start or finish activities
• Become overwhelmed by changes or transitions
• Have difficulty organising schoolwork or belongings
• Act impulsively or have frequent emotional outbursts
• Depend heavily on adult prompting
• Frequently misplace items or forget responsibilities
• Struggle to plan ahead or manage their time

These could reflect skills that are still developing and can be supported with the right strategies.

How Therapy Can Help

At Magic Beans, our occupational therapists (OTs) focus on helping children function more independently in daily life. Rather than teaching executive skills in isolation, OTs support development through meaningful activities and routines. 

1. Building Skills Through Play and Daily Activities: For younger children, executive functioning is developed through play. OTs use games, pretend play, obstacle courses, and structured routines to build attention, flexibility, and self-control in a fun and motivating way.
2. Supporting Emotional and Sensory Regulation: Regulation is the foundation for executive functioning. OTs help children recognise their emotional states, develop coping strategies, and use sensory input (movement, deep pressure, breathing) to stay calm and focused.
3. Teaching Practical Strategies: OTs introduce concrete tools such as visual schedules and checklists, step-by-step task breakdowns, timers and time-management strategies, organisational systems for school materials and scripts and routines for transitions. These strategies reduce cognitive load and support independence.
4. Adapting the Environment: Sometimes the environment, not the child, needs to change. OTs work with families and schools to reduce distractions, create predictable routines, modify task demands, adjust expectations to match developmental readiness.
5. Coaching Parents and Caregivers: Executive functioning develops best when strategies are used consistently. OTs collaborate closely with parents to embed strategies into daily routines such as mornings, homework time, mealtimes, and bedtime.

Every program is customised to meet a child’s individual strengths and needs, ensuring therapy is effective, practical, and enjoyable.

Supporting Skills at Home

Parents play a powerful role in supporting executive skill development. Helpful strategies include:

• Keeping routines predictable and consistent
• Giving clear, simple instructions (one step at a time)
• Using visual supports rather than verbal reminders alone
• Allowing extra time for transitions
• Modelling planning, problem-solving, and emotional regulation
• Praising effort and strategy use, not just outcomes

Small, consistent supports can make a big difference over time.

When to Seek Occupational Therapy Support

Consider seeking OT support if executive functioning challenges are:

• Interfering with learning, participation, or family routines
• Causing frequent emotional distress
• Not improving with age or support
• Leading to reduced confidence or independence

Early support helps children build skills before demands increase.

Empowering Children for Success

Executive functioning skills are the foundation for independence, confidence, and achievement. At Magic Beans, we help children build these essential skills in a supportive, playful environment—giving them the tools to tackle challenges, make decisions, and thrive in school and life.

References

• Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development Perspectives. Executive functions emerge early and continue developing through childhood and adolescence.

• Blair, C., & Raver, C. C. (2016). Executive function in early childhood education: A developmental review. Early Education and Development. Highlights how EF contributes to school readiness and behavioural regulation.

• Doebel, S. (2023). The future of research on executive function: Integration and expansion. Journal of Experimental Child Psychology. Offers contemporary perspective on EF research directions.

• O’Reilly, F. et al. (2025). Executive Function and Learning Outcomes: A Systematic Review. Provides evidence linking EF strengths with academic achievement and learning processes.

• Brandt, A. et al. (2024). Profiles of executive functions in middle childhood. Frontiers in Psychology. Describes distinct EF performance patterns in school-aged children.