How to Teach Younger Kids Executive Function Skills

Hey everybody, what’s up?

In this video, I’m going to talk about teaching small children about executive functions and ways they can support and help themselves.

My name is Seth Perler. I’m an executive function coach, and I wear a lot of hats in this field. What I really do is help struggling students navigate education so they can have a great life.

This video is in response to an email I received from a parent named Jen. She asked about teaching executive function skills to younger children.

I get a lot of questions about this. One is: how do we teach executive functions to younger kids? I usually work with middle school, high school, and college students. Another question is about young adults and adults. Many parents tell me they’re learning about executive function and realizing it applies to them too. Teachers say the same thing. But I also get a lot of questions specifically about younger children.

So today, I’m going to address that.

Let me walk you through Jen’s message and my response.

Jen says she’s a fan of my work, but most of it focuses on older kids—which is true. She mentions that she has ADHD, has a son on the spectrum with ADHD, and a younger son who may have similar traits. She’s also a kindergarten special education teacher.

She points out that executive functions are difficult to teach to younger children because there aren’t many resources specifically designed for them. That’s partly true—but also not entirely. There are many resources that help build executive function skills in young children, but they aren’t always labeled that way.

So, Jen, I’m confident that much of what you’re already doing is teaching executive function—just indirectly. However, you’re asking about direct instruction, and I’ll address that.

You asked if there are programs or resources to teach young children about executive functions and how they can support themselves.

I’m not deeply familiar with many formal programs, but I really like how you framed your question—especially the part about helping kids support themselves. That’s the goal.

Whether I’m working with middle schoolers, college students, or anyone else, my goal is to build independence. I don’t want them to rely on coaching forever. I want them to be able to say, “I can coach myself. I know I need a plan, and I know how to create one.”

We want them to have a toolbox—tools they know how to use, when to use them, and the ability to actually apply them. That’s what we’re aiming for.

Going back to your message, you mentioned that for younger children—preschool through elementary—it’s mostly the adult’s job to create structure and routines. I agree.

When adults create structure, that’s actually executive function in action—specifically organization. When you create routines, that’s planning. So you are already modeling executive function skills for them.

Now, your main question is: how do we teach this directly?

That’s a great question.

Executive function is about building skills. The earlier we start, the better. Some kids naturally pick up these skills just by observing. Others don’t—and those are the kids we need to support more intentionally.

So how do we help younger kids build these skills?

We use many of the same approaches we use with older students, but adapted appropriately. Let me give you some concrete ideas.

First: build agency.

Agency means helping kids become more independent. One simple way to do this is by asking leading questions instead of giving answers.

For example, if a child asks, “Where are the art supplies?” instead of answering directly, you might say, “Where do you think they are?” This encourages them to think and solve the problem themselves.

Important note: this should always be done in a supportive, respectful tone—not condescending. The goal is to build confidence and connection.

When they answer—even if it’s not perfect—reward the thinking. You might say, “I like your thinking,” or “That’s a creative idea—tell me more.” The goal isn’t correctness; it’s developing the habit of thinking independently.

Second: build ownership.

Instead of organizing everything for them, involve them in the process. Ask questions like, “Where should we store this?” or “How should we organize this area?”

In a classroom, you can co-create systems with students. Even if you guide the process, giving them ownership increases engagement and understanding.

Third: teach emotional regulation.

This is a big one.

Use simple, observational language like, “I notice you look frustrated,” or “I notice your voice got louder.” This helps kids become aware of their emotions without feeling judged.

You can also ask reflective questions, like, “What did you notice about how that other child was feeling?” or “How do you know they were upset?” This builds emotional awareness and empathy.

Fourth: use direct instruction.

Yes, you can directly teach executive function—even to young kids. You can use simple explanations, drawings of the brain, or basic models to help them understand what’s happening in their brain. Start small and keep it simple.

Finally: use visuals—lots of visuals.

Visual supports are incredibly powerful. Many kindergarten teachers already do this well. For example, they display the daily schedule visually and walk through it with the class.

The more you can create visual routines, cues, and systems, the better. And whenever possible, involve students in creating those visuals. This helps with buy-in and understanding.

This approach works not just for young kids, but for all ages—even adults. We all benefit from visual systems.

So, to summarize: build agency, create ownership, teach emotional awareness, use direct instruction, and rely heavily on visuals.

My name is Seth Perler. You can check out more of my work at my website, where I share a lot of free resources for parents, teachers, and therapists.

If you found this helpful, please like the video, leave a comment, and share your thoughts. I’d love to hear your ideas—how do you teach executive function to younger kids?

Thanks for being here.

I hope you have a fantastic day filled with happiness, peace of mind, and meaningful connection with the people you care about.

Take care—I’ll see you soon.