Executive Function Skills 

Evidence  

Executive function in children born preterm: Risk factors and implications for outcome 

Taylor HG, Clark CA 

Abstract: Executive function (EF) refers to the set of cognitive processes involved in the self-regulation of emotion and goal-directed behavior. These skills and the brain systems that support them develop throughout childhood and are frequently compromised in preterm children, even in those with broadly average global cognitive ability. 

Education 

Some people describe executive function as “the boss or CEO of the brain.” These skills help your child attend, plan, remember, focus, notice, and manage their feelings. Executive functioning skills guide everything we do. 

In the toddler years these skills are just starting to grow. Your child is learning about so many things including learning how to wait, making decisions, following simple directions, and coping with big feelings. This takes time, practice and support. 

There are three main parts of executive function: 

• Flexible thinking – being able to try new ways or cope with change 

• Working memory – remembering simple things for a short time 

• Emotional or Self-control – stopping and thinking before acting 

These skills help your toddler to: 

• Pay attention (even for short periods of time) 

• Follow simple instructions like “get your shoes” 

• Start and finish small tasks (like putting a toy away) 

• Cope with changes (like leaving the park) 

• Start to notice or understand different feelings and (partly) manage big feelings like frustration or anger 

At this age, it is very normal for toddlers to still be learning these skills and need help and guidance. 

Empowerment 

Executive function skills grow slowly over time. They develop right through childhood all the way into the mid-20s. 

You can support your child by: 

• Keeping routines simple and predictable 

• Giving one instruction at a time 

• Using visual tools or real-world items to help foster understanding e.g. routine charts, keeping belongings in the same place every day. 

• Using calm, clear language 

• Giving warnings before transitions (e.g. when the alarm goes off, or one more build one more Lego tower) 

• Helping name different feelings (“You look sad, so I’m wondering if you’re feeling upset”) 

• Modelling calm behaviour 

• Using regulation strategies like movement breaks. 

• Being patient while they learn 

Toddlers don’t yet understand about time and the things or ‘jobs’ that we as parents need to achieve in a day. It’s helpful to get their attention before giving instructions, or asking them to participate in, or move on from tasks.  

We as parents provide the structure or scaffolding that children need to be successful but also find the ‘just right challenge’ so that natural learning opportunities can arise. Small, repeated moments of support make a big difference over time.  

If you are worried about your child’s development, speaking with your healthcare team is a good first step. They may refer you to a paediatrician, occupational therapist, or psychologist for further support. 

Useful Links 

Miracle Babies Foundation – Pre-School Years 

https://www.miraclebabies.org.au/content/executive-thinking-dysfunction/gn0rsg 

ADHD Australia 

https://www.adhdaustralia.org.au/ 

The OT Toolbox 

https://www.theottoolbox.com/executive-function/ 

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