Executive Functioning

How to Support a Child (Age 4–6) with Executive Functioning

Practical strategies

Difficulty starting tasks independently

What to do

  • Use a first then approach: “First 2 minutes of tidying, then play.”
  • Provide a visual start cue, for example a picture of the first step.
  • Offer a warm up together: do the first step with the child, then slowly step back.

 

Attention: easily distracted

What to do

  • Reduce visual or noise distractions during focused tasks.
  • Use short, predictable activities, around 3 to 5 minutes.
  • Teach “quiet hands, quiet eyes” games, for example I Spy and copy my clap.
  • Use movement breaks every 10 to 15 minutes.

 

Transitions are difficult

What to do

  • Give warnings: “5 minutes… 2 minutes… 1 minute.”
  • Use visual timers or sand timers.
  • Sing a transition song or use a consistent sound, for example a chime or bell.
  • Allow a transition object, like holding a favourite toy to the next activity.

 

Impulse control challenges

What to do

  • Play impulse control games:
  • Red Light, Green Light
  • Simon Says
  • Freeze Dance
  • Model short phrases: “Stop, think, act.”
  • Praise self control: “You waited your turn, that was amazing!”

 

Memory: forgets instructions

What to do

  • Give one instruction at a time.
  • Use visual schedules with pictures.
  • Ask them to repeat the instruction back: “What are you going to do first?”
  • Keep routines very consistent.

 

Organisation difficulties

What to do

  • Use colour coded bins with picture labels.
  • Keep materials in the same place every day.
  • Teach clean up as a game: “Find all the blue items!”
  • Break tidying into small steps: “First put blocks away, then books.”

 

Time management issues

What to do

  • Use timers for activities.
  • Use a visual daily timetable.
  • Offer choices with boundaries: “Do you want to start now or in one minute?”

 

Difficulty with multi step tasks

What to do

  • Break tasks into 2 to 3 small steps.
  • Show pictures of each step.
  • Use hand over hand help for the first attempt, then fade support.

 

Emotional regulation: overreacts to problems

What to do

  • Teach a “size of the problem” scale: small, medium, big.
  • Model calming strategies:
  • Deep breaths, for example “smell the flower, blow the candle”
  • Counting to 5
  • Hugging a cushion
  • Validate feelings first: “You’re finding this tricky, I’m here to help you.”

 

Self reflection difficulties

What to do

  • After an event, keep reflection short and simple: “Next time, what could we try?”
  • Use puppets or toys to act out problems indirectly.
  • Celebrate small improvements.

General principles

  • Predictable routine
    Young children thrive on structure and repetition.
  • Visual supports
    Pictures, symbols, and timers make expectations clear.
  • Scaffold, don’t rescue
    Give just enough help for the child to succeed.
  • Model the behaviour you want
    Children learn far more from watching adults than from words.
  • Lots of praise for effort
    For example: “You tried again even when it was hard, that’s brilliant.”

How to Support a Child (Age 7–9) with Executive Functioning

Trouble Starting Tasks (Procrastination / Avoiding Work)

Why it happens

At this age, avoidance often comes from overwhelm, perfectionism, or uncertainty about where to begin.

How to help

  • Use a “5 minute start” approach. Set a timer. Once they begin, momentum builds.
  • Break the first step down: “Write the title only.”
  • Provide checklists and help the child plan the order.
  • Use goal reward systems, for example “Finish the first step, then take a short break.”
  • Remove distractions at the start of work.

Teach the child

“When I don’t know how to start, I can ask: What’s the first tiny step?”

 

Difficulty Following Multi Step Instructions

Why it happens

Children at this age need strategies to manage longer or more complex sequences.

How to help

  • Give no more than 2 to 3 steps at once.
  • Have the child repeat it back to lock it into memory.
  • Provide written steps or a visual sequence.
  • Teach a “check the list” habit.

Teach the child

To tick off each step as they complete it.

 

Working Memory Problems

Why it happens

Working memory is still developing until early adolescence.

How to help

  • Use visual supports for routines, such as morning routine charts and desk checklists.
  • Teach simple memory tools like acronyms and chunking.
  • Encourage note taking or drawing small reminder sketches.
  • Reduce how much information is given at one time.

Teach the child

“If I’m not sure, I can look back at my reminders.”

 

Drifting Off Task Quickly

Why it happens

Structured tasks require sustained attention, which may still be developing.

How to help

  • Use a Pomodoro style strategy for children, such as 10 minutes of work followed by a 2 minute break.
  • Provide movement breaks between tasks.
  • Seat nearer to adult support and away from peers who distract easily.
  • Use an attention cue such as a gentle tap on the desk or a visual symbol.

Teach the child

  • Use self monitoring: “Am I on task right now?”
  • Check in every 5 to 10 minutes.

 

Impulsivity (Blurting Out / Interrupting / Acting Without Thinking)

Why it happens

The prefrontal cortex is still developing. Impulse control takes practice.

How to help

  • Teach a pause routine: Stop, Think, Choose.
  • Role play appropriate classroom behaviours.
  • Use a “wait card” or hand signal to indicate a turn is coming.
  • Reinforce desired behaviour immediately: “You waited your turn, great control.”

Teach the child

Strategies for turn taking and waiting.

 

Overreactions to Small Problems / Mood Swings

Why it happens

Children at this age experience stronger emotions with slower recovery.

How to help

  • Teach a size of the problem versus size of the reaction scale.
  • Practise calming strategies such as breathing, counting, or sensory tools.
  • Create a calm space they can access briefly.
  • Validate first: “That felt really frustrating,” before giving direction.

Teach the child

How to identify early signs of escalation and use a coping strategy.

 

Difficulty Shifting Between Tasks (Rigid Thinking / Getting Stuck)

Why it happens

Cognitive flexibility is still emerging in this age group.

How to help

  • Give transition warnings such as 5 minutes, 2 minutes, 1 minute.
  • Use visual timers to anchor expectations.
  • Pre teach any schedule changes early.
  • Offer a bridging phrase: “When you finish this page, you’ll move to maths.”

Teach the child

“It’s okay to pause something and return to it later.”

 

Poor Organisational Skills (Losing Items / Messy Desk or Bag)

Why it happens

Organisation is a learned executive skill, not automatic.

How to help

  • Use colour coding for books, folders, and subjects.
  • Create desk or bag checklists such as an end of day pack up list.
  • Schedule a weekly 5 minute organisation time.
  • Model systems: “Pencils go in this pouch every time.”

Teach the child

To check personal belongings before leaving each area.

 

Poor Planning Skills (Difficulty Breaking Tasks Down / Estimating Time)

Why it happens

Planning and predicting outcomes are still developing.

How to help

  • Teach small steps first planning.
  • Use graphic organisers such as mind maps or step ladders.
  • Ask: “What do you need to do before you can start?”
  • Create a timeline for assignments with the child.
  • Model estimating: “How long do you think this will take?”

Teach the child

To review the task and identify the steps before beginning.

 

Poor Time Management (No Sense of Time / Rushing / Always Late)

Why it happens

Children rely heavily on external time supports.

How to help

  • Use timers for tasks such as sand timers or visual countdown apps.
  • Display a picture schedule with time frames.
  • Teach the child to check the clock at each transition.
  • Practise time estimation games such as “Guess how long this takes?”
  • Build consistent morning and evening routines.

Teach the child

To use external time tools rather than internal guessing.

How to Help a Child Age 9 to 11 with Executive Functioning

Procrastination / Avoiding Starting Work

What this behaviour looks like

  • Avoids beginning classwork.
  • Sits doing nothing even when the task is clear.
  • Feels overwhelmed by the thought of starting.

Why it happens

Older children may fear mistakes, feel pressure to perform well, or not know how to break the task into manageable parts.

Strategies

  • Use a “Start in 2 minutes” countdown.
  • Teach task initiation routines, for example clear desk, write date, read instructions.
  • Break tasks into micro steps and list them visually.
  • Use a choose your start point method and begin with the easiest part.
  • Provide start of task prompts such as “Read question 1 out loud, then begin.”

How adults can support

  • Sit next to the child for the first 30 to 60 seconds.
  • Help create a step by step plan.
  • Celebrate effort, not speed or correctness.

What progress looks like

  • Faster start times.
  • Reduced avoidance behaviour.
  • Using start routines independently.

 

Difficulties Planning and Organising

What this behaviour looks like

  • Cannot break tasks into steps.
  • Forgetful with materials.
  • Struggles to remember deadlines or manage time.

Why it happens

Planning and organisation require advanced executive skills that begin to mature later in upper primary.

Strategies

  • Use checklists for materials, homework, and class routines.
  • Teach backward planning: “What needs to happen before this is finished?”
  • Model using calendars, planners, or digital reminders.
  • Help create step by step plans for projects.
  • Keep folders, books, and subjects colour coded.

How adults can support

  • Review plans with the child before starting.
  • Help organise workspace weekly.
  • Teach planning as a skill, not a demand.

What progress looks like

  • Child creates their own plan with less support.
  • Materials brought consistently.
  • Tasks completed in logical order.

 

Working Memory Problems

What this behaviour looks like

  • Forgets instructions quickly.
  • Stops mid task because they do not remember the next step.
  • Needs frequent reminders.
  • Loses track of multi step activities.

Why it happens

Working memory peaks during adolescence. Ages 9 to 11 are still in significant development.

Strategies

  • Provide written instructions at all times.
  • Use anchor charts and visual cues.
  • Encourage jotting down reminders or using sticky notes.
  • Teach paraphrasing such as “Say it in your own words.”
  • Break down long instructions into 2 to 3 parts.

How adults can support

  • Prompt them: “Check your notes,” rather than repeating instructions.
  • Use consistent routines to reduce memory load.
  • Provide visual sequences on desks or walls.

What progress looks like

  • Child completes tasks with fewer prompts.
  • Uses tools independently.
  • Remembers multi step instructions more reliably.

 

Impulsivity (Blurting Out / Acting Without Thinking)

What this behaviour looks like

  • Interrupts others.
  • Calls out during lessons.
  • Reacts quickly without thinking of impact.
  • Takes social risks unintentionally.

Why it happens

Impulse control continues to develop into the teenage years. Children need structured practice.

Strategies

  • Teach “Pause, Plan, Proceed.”
  • Use a private hand signal as a reminder to stop and think.
  • Practise turn taking activities and discussions.
  • Provide think time before answering questions.
  • Praise specific moments of self control.

How adults can support

  • Provide predictable routines for speaking.
  • Show what waiting your turn looks like.
  • Offer immediate positive reinforcement.

What progress looks like

  • Fewer interruptions.
  • Child reflects before responding.
  • Improved social interactions.

 

Difficulty Shifting Between Tasks

What this behaviour looks like

  • Trouble moving from one activity to the next.
  • Becomes stuck on unfinished tasks.
  • Strong resistance when switching subjects.

Why it happens

Upper primary children need help developing flexible thinking and dealing with the discomfort of incomplete tasks.

Strategies

  • Use a transition countdown such as 5, 3, 1 minutes.
  • Provide a parking space for unfinished work.
  • Teach flexible thinking statements such as “I can come back to this later.”
  • Prepare the child ahead of schedule changes.
  • Use visual timetables with times included.

How adults can support

  • Reassure that tasks will be revisited.
  • Model flexible responses to changes.
  • Use calm and predictable language around transitions.

What progress looks like

  • Child transitions without emotional distress.
  • Uses parking systems independently.
  • Accepts schedule changes more easily.

 

Emotional Dysregulation (Big Reactions to Small Setbacks)

What this behaviour looks like

  • Easily frustrated.
  • Meltdowns when routines change.
  • Strong reactions to mistakes.
  • Difficulty calming down.

Why it happens

Children aged 9 to 11 feel increased academic and social pressure, and regulation systems are still developing.

Strategies

  • Teach emotional vocabulary and size of the problem.
  • Create a personal calm down plan including breathing, sensory tools, or a break card.
  • Use self calming scripts such as “Pause, breathe, reset.”
  • Build resilience through supportive practice with tolerating mistakes.
  • Break unexpected changes into manageable explanations.

How adults can support

  • Use a low, slow, calm tone.
  • Validate feelings before problem solving.
  • Help the child reflect after they are calm.

What progress looks like

  • Quicker recovery from stress.
  • More appropriate emotional responses.
  • Child uses coping skills independently.