Important context: While age-based milestones are helpful guides, they’re not rigid rules. Executive function skills develop at different rates, often unevenly or asynchronously, especially for neurodivergent learners. Use these milestones as a flexible reference, always considering each individual’s unique profile.
As a parent, teacher, or someone involved in supporting a child with unique learning needs, you might have encountered the term “executive function.” Understanding executive function skills by age groups is crucial because it helps you identify developmental milestones, recognize signs when a child needs additional support, and effectively evaluate and strengthen these essential skills.
In this guide, you’ll discover developmental milestones for executive function skills by age groups, common indicators that additional support may be necessary, practical methods for evaluating these skills, and strategies for supporting children at all developmental stages.
Click here to jump down to the TL;DR summary.
What are Executive Functioning Skills?
Executive functioning skills combine the cognitive skills, communication, sensory, and motor skills we have developed over time to become successful adults. Starting at a very young age, we use these skills to conduct daily activities, from playing to socializing and learning. We use executive function skills in just about every aspect of our daily lives, but they become of vital importance once we reach school age.
Of note, as school-age kids become more independent, they need to learn how to manage their time correctly to get tests, assignments, and other work done on time. They need to know how to pay attention to learn new things and how to stay organized enough to find the necessary materials.
How Executive Functioning Skills Develop By Age
Many psychologists and child development experts use developmental milestones to track a child’s growth in executive function skills such as planning, organization, and impulse control. Humans are born with a genetic predisposition or innate capacity to develop these skills, which we continue to build through environmental learning during the first years of life.
As children grow, they practice executive functioning skills during social play activities. By ages 5–12, children take on greater responsibilities at home and school, with parents, teachers, and caregivers providing opportunities to practice and positively reinforce their success. Adults offer a ‘scaffolding’ of support to help children develop critical skills like organization, time management, emotional control, and other executive functions.
By adolescence and early adulthood, we have numerous experiences shaping these abilities. At this stage, adults gradually remove scaffolding, expecting teens and young adults to manage these skills independently. Though some struggles may remain, strong foundational executive functioning allows for healthy lives at home, school, and within personal relationships.
Understanding executive function development stages can help identify precisely when additional support or targeted interventions might benefit a child’s overall growth.
Executive Function Developmental Milestones by Age
The following milestones outline how executive function skills typically develop. Use these as guidelines to assess if a child is progressing as expected or might need additional support.
These milestones are based on a wide age range to better understand the development of executive function skills across childhood and adolescence.
Below, we explore age-specific executive function skills, detailing what you can expect from early childhood through adolescence in each area.
Infancy and Toddlerhood (0-3 years)
During infancy and toddlerhood, children begin developing essential executive function skills, including emotional control, working memory, and attention. Babies begin developing executive function skills around 6 to 12 months of age. Infants as young as six months old start to develop emotional control by recognizing familiar people and objects, which helps them feel secure and manage their emotions. This early recognition is a foundational step in building emotional regulation.
Toddlers learn to interact with their environment and the people around them through play, which is crucial for developing problem-solving skills. By age 2, children show early signs of emotional regulation and basic problem-solving skills. They express preferences, protest appropriately, and begin to understand cause and effect. At this stage, toddlers are still developing emotional control and may not be able to regulate their emotions fully, often having big reactions to minor problems. This is a normal part of their development as they learn to navigate social interactions and develop relationships with others, laying the foundation for future executive functioning skills.
Preschool Age (3-5 years)
Preschoolers develop executive functions related to social interaction, including negotiation, compromise, and persuasion, which are critical for successful relationships and academic success. By age 4, children show improvements in simple response inhibition tasks. They become better at emotional control and shifting between tasks, demonstrating improved self-regulation skills and the ability to adapt to new situations. This age group learns to keep their hands to themselves, wait their turn, and follow the group plan, showcasing developing self-monitoring and inhibition skills.
Consistency and routine can help preschoolers develop organizational skills, such as cleaning up toys and following a daily schedule. They are also beginning to develop working memory, which enables them to recall and integrate information. Additionally, preschoolers start to demonstrate an understanding of time concepts, such as yesterday, today, and tomorrow, which are essential for future time management skills.
Elementary School Age (6-11 years)
Elementary-age children develop executive functions related to academic work, including working memory and planning, which are essential for completing tasks and achieving academic success. Elementary-aged children (6-11 years) use working memory to recall and integrate information into their current knowledge, enabling them to follow instructions and complete multi-step tasks. Planning and organization skills become more refined as children learn to keep track of their belongings, manage their time, and prioritize tasks, demonstrating improved time management skills and attentional control.
Children at this age develop initiation skills, allowing them to begin tasks independently, even if they are not motivating. They learn to estimate time and develop internal clocks, which are crucial for managing their daily routines. Additionally, elementary school-age children are expected to demonstrate improved self-control, including inhibitory control, and to begin developing more complex problem-solving skills.
Middle Childhood and Adolescence (12-18 years)
Middle school and high school students develop critical thinking abilities and time management skills, which are crucial for academic success and everyday life. By middle school (12-18 years), children learn to manage competing priorities and understand different perspectives. They learn to understand multiple perspectives, manage competing priorities, and develop goals, demonstrating improved executive functioning skills and self-regulation. This age group also develops inhibition and follows rules related to each situation, showcasing improved impulse control and emotional regulation.
Task-monitoring and planning become increasingly important as projects and assignments get longer, requiring students to prioritize tasks, manage their time, and seek help when needed. Students are expected to develop essential skills, including organization, self-regulation, and cognitive flexibility, which are critical for successful adults and lifelong learning.
Young Adulthood (18+ years)
As individuals transition into young adulthood, executive function skills continue to evolve and solidify. During this period, young adults are expected to manage multiple tasks independently, demonstrating advanced planning, time management, and organization skills. The ability to plan ahead becomes crucial as they juggle work, education, and personal responsibilities.
Working memory and cognitive flexibility are essential for adapting to new environments and challenges, such as starting a career or pursuing higher education. Young adults should exhibit strong impulse control and emotional regulation, allowing them to maintain healthy relationships and navigate complex social situations.
Self-regulation and metacognition play significant roles in young adulthood, as individuals assess their progress and make necessary adjustments to achieve their goals. Continued improvement in executive functions during this stage is vital for academic success, career advancement, and personal growth.
Targeted interventions, such as executive function coaching, can further enhance these skills, ensuring young adults are well-prepared for the demands of everyday life and future challenges.
Executive Function Skills Explained
Executive function skills are essential for managing various aspects of daily life, from planning and time management to emotional control and problem-solving. These skills encompass a range of cognitive processes that develop over time, allowing individuals to effectively navigate complex tasks and adapt to changing situations. Below, we delve into each executive function skill, providing insights into their development and significance in everyday life.
Planning
Planning relates to our ability to identify and manage future-oriented tasks. Planning behaviors involve identifying future responsibilities and events, setting goals to complete them, and analyzing the steps needed to complete the task ahead of time.
Planning skills allow individuals to effectively plan ahead, setting goals and analyzing the steps needed to complete tasks.
Planning skills begin to develop in infancy as we learn to focus on objects and make intentional body movements like grabbing and pointing. As we grow into our early learning years up to age 12, planning skills allow us to understand more complex instructions and follow steps to meet goals. By the time we reach adolescence, we can begin to independently plan out the steps to larger projects, including working with others to meet goals. As adults, we’re able to develop and maintain multiple different plans to meet many different objectives at one time.
Time Management
Time management refers to a broad set of skills related to understanding time and how to use time effectively. According to leading executive functioning researchers Dr. Peg Dawson and Dr. Richard Guare, time management skills relate to how we effectively use our time and how we use our time to impact ourselves and others around us.
Effective time management skills are crucial for improving task performance, allowing individuals to complete routines with ease. Individuals with good time management skills not only understand how long tasks will take, but they’re also able to budget time effectively and complete routines with ease. We start learning time management by first developing time concepts, including seasons, days, weeks, and months. Time management behaviors in middle and high school years then develop into a greater ability to estimate time, allocate time, and stay within time limits and deadlines. By adulthood, well-developed time management skills allow us to seek out and implement tools to manage our time more efficiently and dynamically adjust our routines and schedules as needed.
Task Initiation
Task initiation involves how we initiate and independently generate ideas, solve problems, and respond to tasks. It’s considered one of the core executive functioning skills and can be problematic for many children with ASD and attention-related diagnoses.
Selecting appropriate tasks that align with a child’s developmental stage is crucial for fostering independence and task initiation. Task initiation develops at a young age through adult reminders and support to ‘get started.’ As we grow older, we can independently start and complete tasks with longer durations. By our teenage and young adult years, we can initiate tasks that take up to 90 minutes and get started even when faced with adverse conditions or distractions.
Organization
While organization means different things for different individuals, keeping belongings and tasks neat and tidy is a critical executive functioning skill. Organization skills result in less frustration and create a sense of control. Good organization skills allow individuals to manage multiple tasks efficiently, reducing frustration and creating a sense of control. Tasks finish more quickly and efficiently, leading to more time to engage in preferred activities.
We begin to learn organization skills early in child development by showing interest and understanding of categories in our environment like size, shape, and color. By our toddler years, we can understand patterns and sort items by form, function, and class. We gradually learn to be responsible during elementary school and organize more and more of our classroom materials. As teens and young adults, good organization skills allow us to create and maintain organization systems and re-organize if needed.
Problem Solving
Problem-solving involves our capacity to identify and describe a problem and generate solutions to fix it. It ties in closely with many other executive functioning skills since it requires attentional control, working memory, and planning.
As children grow, they develop the ability to solve more complex tasks, requiring the integration of various cognitive processes. We begin to develop problem-solving skills and infants and toddlers through play. At this age, much of a child’s play consists of cause and effect play or ‘figuring out how things work.’ As children move into early learning years, problem-solving includes increases in decision making, turn-taking, and brainstorming solutions to problems identified by adults. As children reach adolescence, they can independently identify problems in many settings, including home, school, work, and friends. They can sort out conflicts and decide issues but may seek adult feedback and support. Adults with good problem-solving skills can generate unique solutions to complex problems and persist through multiple solutions until a problem resolves.
Flexibility & Adaptability
Flexibility, sometimes known as adaptability or shift, is our ability to tolerate unexpected changes. This executive functioning skill promotes flexible thinking and adjusting to changes and unpredictability, something we know develops across the lifespan.
Flexibility and adaptability often follow similar developmental trajectories, with significant improvements observed during middle childhood and adolescence.
As infants, our flexibility is limited, and we often will cry or communicate distress when the environment does not meet our needs. Toddlers begin to tolerate more and more shifts and changes in activities, usually by engaging in dramatic and imaginative play with others. As we grow into middle school and high school, we participate in organized activities and routines where unpredictable events and changes frequently occur. These allow us to learn to respond in the moment so that unpredictability causes far less stress by adulthood.
Working Memory
Working memory includes our ability to remember and recall information. It involves how we intake information in our environment and use it to complete a task or goal. There’s a large amount of research on developing working memory in young children, even though our peak working memory capacity doesn’t develop until into young adulthood.
A cognitive battery, such as the NIH Toolbox, can effectively measure working memory and provide insights into developmental changes.
Emotional Control
When we think of emotional control, it’s often in the realm of tantrums or challenging behavior. However, emotional control—or our ability to keep our emotions in check—also involves understanding how and why feelings happen and the better strategies to handle them. As infants, we demonstrate very little emotional control and instead rely on adults to comfort and soothe our cries.
Effective emotional control helps children manage inappropriate behaviors, contributing to a more conducive learning environment.
By our toddler and early learning years, we begin to identify better and understand ourselves and others’ emotions. We may not yet have the ability to control them entirely but continue to increase independence as we grow. As teens and young adults, we look for emotions to develop more complexity, including experiencing empathy, grief, and regret. Along with that, emotional control also extends to learn the most appropriate and helpful ways to manage different emotions, so they don’t disrupt daily life.
Impulse Control
Like emotional control, impulse control involves how we control our behavior to avoid harming ourselves and others. Impulse control initially develops in our toddler years as we learn primary safety responses like avoiding a hot stove or running into the street. Developing strong response inhibition skills is crucial for managing impulsive behaviors and ensuring safety. We expect toddlers to need constant monitoring for impulsive behaviors, but begin to fade our support as we grow more independent in elementary and middle school. By our pre-teen and teenage years, we continue some risky behaviors but will often follow the safety rules and strive for social norms. By adulthood, we can manage impulsive behavior across all settings, avoiding most instances of rushing, reckless, or harmful behaviors.
Attentional Control
Not only are emotional and impulse control important to executive functioning, but we also consider attentional control a foundational behavior to succeed. Attentional control involves paying attention for sustained durations of time and focusing on tasks until completion.
Attentional control allows individuals to focus attention on tasks for sustained durations, improving overall task performance.
Attentional control begins at infancy as we learn to direct our gaze and focus on items in the environment. Simple games like peek-a-boo and hide and seek help young children focus and respond to cues to demand attention. As we grow, we can concentrate for extended periods or on goals like saving for a desired item. We can make plans and execute them in the face of distractions as well. By adulthood, we understand what causes distractions and look for ways to avoid diverted attention when tasks are at hand.
Self-Monitoring & Metacognition
Finally, we also develop the executive functioning skill of self-monitoring. Self-monitoring involves being able to examine one’s behavior and make changes in the future. It’s one of the more complex executive functioning skills, and not all individuals have well-developed self-monitoring behaviors.
Self-monitoring is a critical skill in a child’s development, allowing them to examine and adapt their behavior for future success.
We begin to develop self-monitoring at a young age through imitation. By identifying how our behavior is the same or different from others and then adapting it to match, we begin to learn how to self-monitor. We use self-monitoring in activities like journaling, checklists, and reflection by middle school and high school. Into adulthood, we can check our work for mistakes, monitor our performance, and work harder in the future to achieve bigger goals.
Factors Influencing Development
Executive function skills develop at different rates in every child, and various factors can influence their development, including genetics, environment, and access to targeted interventions. Practicing executive functioning skills, such as working memory, inhibitory control, and cognitive flexibility, can help children develop these essential skills and improve their academic success.
Middle school and high school students can benefit from executive function coaching, which can help them develop strategies to manage their time, prioritize tasks, and complete complex tasks. The prefrontal cortex, responsible for executive functions, continues to develop until around age 25, and executive function skills can be improved through practice, repetition, and targeted interventions.
Understanding the developmental trajectories of executive function skills and the factors that influence their development can help support children and adolescents in developing the essential skills they need to succeed in everyday life and achieve academic success.
Supporting Unique Learners’ Executive Function Skills
Children develop executive function skills differently, especially if they have unique learning needs, ADHD, or autism. Executive dysfunction can be a significant barrier for children with unique learning needs, but targeted interventions can help improve these skills. Executive functioning skills are found to be the greatest predictor of school success, beyond early math or reading instruction. Here are common signs indicating your child may require additional support or targeted interventions:
- Difficulty transitioning between tasks
- Chronic disorganization
- Challenges managing time effectively
- Trouble starting or completing tasks independently
- Challenges regulating emotions or impulses
Not all individuals develop executive functioning milestones in the same way. For many teens and young adults with unique learning needs, when it comes time to begin ‘disassembling the scaffolding,’ they struggle to sustain the behaviors and expectations we have for executive functioning.
Whether it’s because of a diagnosis, language and communication difficulties, low motivation, or another learning barrier, the foundational executive functioning skills aren’t sturdy enough to support more advanced behaviors. Perhaps the skills stall out, and a child doesn’t continue to progress towards more complex behaviors. Or for some children, they may continue to develop more complex executive functioning behaviors, but it’s at a much slower pace than we’d expect from their same-age peers.
Regardless, many studies support that it’s possible to overcome these barriers. Overcoming them may also contribute to improvements in other areas like academics and challenging behavior.
Some learners need more dedicated practice to build independence. Others might need targeted interventions that specifically focus on one more executive functioning skills. And a small group of unique learners may need long-term strategies and supports in these areas as they transition to adulthood.
Evaluating Executive Functioning Skills
While there’s no set-in-stone “cut off” for what skills should be acquired by what age, there are general guidelines and milestones for executive function skills by age. Most children start developing executive functioning skills through early play and expand these skills progressively over time.
Using an executive functioning skills checklist by age can help you accurately track your child’s executive function skills and highlight areas needing extra support.
If you’re concerned your child may not be meeting executive functioning developmental milestones, consider formal assessments or working with an executive function coach. Using an executive functioning skills checklist by age can help you accurately track your child’s development and highlight areas needing extra support.
Here are several strategies to evaluate and address these concerns:
- Conduct a skills assessment. There are various tools, checklists, and workbooks (get 20% off our executive functioning workbook with coupon code LSA20) available to evaluate and create goals around skills like planning. Assessments you might consider include:
- Coordinate with your child’s existing care team. Given that executive functioning skills cover various skill areas, others in your child’s care team might also notice similar concerns. If your child already receives speech, OT, PT, or IEP services, they might already have relevant goals. Collaborating with your child’s care team can help prioritize the most impactful skills and create consistent teaching tools across your child’s day.
- Contact a professional executive functioning coach. Not every parent or teacher feels equipped to assess and evaluate executive functioning skills. That’s okay. Working with a trained executive functioning coach who specializes in areas such as planning and time management ensures you’re taking effective steps to help your child succeed.
FAQs on Executive Function Development
Below you’ll find clear answers addressing common questions about executive function development, including timelines, signs of struggle, and evaluation strategies.
The development of executive functions is closely linked to the maturation of the human brain, particularly the prefrontal cortex.
What are executive functioning skills?
Executive functioning skills are cognitive, communication, sensory, and motor abilities that help individuals manage daily tasks, stay organized, and achieve long-term goals. Executive functioning skills also encompass social skills, which are crucial for successful interactions and relationships. Key executive functioning skills include planning, time management, task initiation, organization, emotional control, impulse control, attentional control, flexibility, working memory, self-monitoring, and metacognition.
What are the 11 skills of executive functioning?
Although some sources group or label them differently (we’ve labeled 11, combining self-monitoring and metacognition), executive function generally includes these core skills:
These EF skills are essential for managing daily tasks and achieving long-term goals.
- Planning
- Time management
- Task initiation
- Organization
- Problem-solving
- Flexibility
- Working memory
- Emotional control
- Impulse control
- Attentional control
- Self-monitoring
At what age do executive functioning skills begin to develop?
Executive functioning skills begin developing in infancy through simple interactions and tasks such as looking, grasping, and responding. Younger children begin developing executive functioning skills through simple interactions and tasks. These foundational skills continue to grow throughout early childhood, significantly maturing during elementary and middle school years, and continuing to develop into young adulthood.
At what age are executive functioning skills fully developed?
Research indicates that executive functioning skills typically reach full maturity in the mid-20s. Neuroplasticity allows the brain to create new neural networks and strengthen existing ones throughout life. Although children and teens develop foundational skills by late adolescence, the brain’s prefrontal cortex—the region responsible for executive functions—continues to mature well into early adulthood.
Research indicates that executive functioning skills typically reach full maturity by the third decade of life.
At what age do executive function skills show the most dramatic growth?
The most significant periods of growth in executive function skills occur between ages 3 and 5, and again around age 7. Significant growth in executive function skills can be observed at different ages, particularly between 3 and 5, and again during adolescence. During these times, children make substantial progress in problem-solving, self-control, and attention. Adolescence also sees major advances in organization, impulse control, and complex reasoning abilities.
Why are executive functioning skills important for school-aged children?
Executive functioning skills help school-aged children manage their time, stay organized, plan tasks and projects, follow multi-step instructions, and become independent learners. Children with strong executive function skills tend to perform better in school and have higher graduation rates. Strong executive functioning leads to improved academic performance, better classroom behavior, and smoother daily routines.
Strong executive functioning skills are crucial for a child’s development, leading to improved academic performance and better classroom behavior.
What are signs of executive function challenges?
Common signs indicating struggles with executive functioning include:
- Chronic disorganization (frequently losing items or materials)
- Difficulty initiating or completing tasks independently
- Consistently missing deadlines or poor time management
- Impulsive decisions and trouble regulating emotions
- Difficulty maintaining focus or following instructions
Signs of executive function challenges may include inappropriate behaviors, such as impulsive decisions and trouble regulating emotions.
How does ADHD affect executive functioning?
ADHD often delays or disrupts executive function development. Students with ADHD experience challenges with organization and time management, impacting their academic success. Children and teens with ADHD frequently experience challenges with organization, time management, impulse control, and sustaining attention. These individuals typically benefit from additional structure, targeted strategies, and consistent practice to strengthen executive skills.
Is executive function a form of autism?
No, executive function itself is not a form of autism. It refers to a set of cognitive processes involving organization, attention, planning, and self-regulation. Although many autistic individuals experience challenges with executive functioning, executive function difficulties can also be present in ADHD and other conditions. Although many autistic individuals experience challenges with executive functioning, executive dysfunction can also be present in ADHD and other conditions.
Can executive functioning skills be improved at any age?
Yes. While childhood and adolescence are ideal periods for developing strong executive functioning skills, adults can also enhance their abilities through targeted interventions such as executive function coaching, therapy, structured routines, and consistent practice.
These efforts can lead to continued improvement over time, ensuring that cognitive skills, particularly in tasks requiring inhibition, develop well into middle childhood and beyond.
How can I evaluate my child’s executive functioning skills?
You can evaluate your child’s executive functioning using several effective methods:
- Free online executive functioning assessment
- Structured checklists aligned with developmental milestones
- Formal professional evaluations by psychologists or trained executive function coaches
- Comprehensive assessments like the Behavior Rating Inventory of Executive Function (BRIEF)
Comprehensive assessments like the NIH Toolbox cognitive battery can provide valuable insights into a child’s executive functioning skills.
How can parents and teachers support executive functioning skill development?
Parents and teachers can effectively support executive function skill development by:
- Providing clear structure using tools such as visual schedules, calendars, and planners
- Teaching practical organization and time management strategies explicitly
- Using positive reinforcement to encourage independence and goal-setting
- Modeling effective problem-solving and emotional regulation techniques
- Considering additional support from an executive function coach or therapist
Providing children with appropriate tasks that align with their developmental stage can significantly support the development of executive functioning skills.
Where can I find resources to help with executive functioning skills?
Helpful resources include:
- The Real-Life Executive Functioning Workbook (for structured skill-building activities)
- Resources like the Real-Life Executive Functioning Workbook offer structured EF tasks to help children develop these essential skills.
- Executive Functioning 101 Resource Hub (for in-depth guides and strategies)
- Life Skills Advocate’s Executive Function Coaching (personalized support and intervention)
TL;DR – (Too Long, Didn’t Read)
Executive functioning skills are essential cognitive abilities—like planning, time management, organization, impulse control, and emotional regulation—that help children and adults succeed in daily life.
These skills begin developing in infancy and continue through early adulthood, shaped by experiences, environmental support, and practice. Neurodivergent learners, including those with ADHD or autism, often face unique challenges developing these skills, requiring additional supports such as visual schedules, behavioral strategies, and executive function coaching.
Wondering if your learner’s EF skills are on track? View and download our age-by-age chart of developmental milestones here: Executive Function Skills by Age Chart.
Looking for more targeted help or resources? Explore these supports:
- Real-Life Executive Functioning Workbook (use code LSA20 for 20% off)
- Executive Functioning 101 Resource Hub
- Executive Function Coaching (personalized, professional guidance)
Bottom line: EF skills can be strengthened at every age with patience, targeted strategies, and consistent support—helping all learners achieve greater independence.
Further Reading
- Real-Life Executive Functioning Workbook by Chris Hanson & Amy Sippl at Life Skills Advocate
- Executive Functioning 101 Resource Hub
- Life Skills Advocate – Executive Functioning Coaching
- Life Skills Advocate – Daily Living Skills At Every Age: What to Look For
- Barrett, K. (2018). ADHD and the Case for Support through Collegiate Age: Understanding the Lifecycle of Developmental Delays in Executive Function for ADHD and its Impact on Goal Setting. Journal of Childhood & Developmental Disorders. 4, 3:11
- Centers for Disease Control, National Center on Birth Defects and Developmental Disabilities (2020). Developmental Milestones Checklists
- Dawson, P., and Guare, R. (2009). Smart But Scattered. New York: Guildford Press
- Dawson, P. and Guare, R. (2010). Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention, 2nd Edition. New York: Guildford Press.
- EdRev Expo 2018 Workshop: Family Dynamics by Jude Wolf, Ed.D., Lori Krauss, and Nathan Fernandez
- Peters, K. (2017). Hierarchy of Social/Pragmatic Skills as Related to the Development of Executive Function. Retrieved from
Thank you. Executive Functioning are need skills to help students become efficient learners. It is appreciated.
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