Executive Function: Growing Essential Skills. Planning, Organisation and Flexibility.

By Kelly Hutton

Executive function skills include planning, organisation and cognitive flexibility

When we think about what helps a child succeed, at school, at home or in life, we often imagine good grades, strong friendships or resilience in tough times. But beneath all of these lies a set of mental skills called Executive Functions. These are like the brain's control centre, helping children to focus, plan, adapt to change and get things done.

Last week, we looked at working memory as one of the set of skills which fall under Executive Functions (EFs), and this week, we are focusing on another set of skills which also fall under the EFs list:

• Planning - setting a goal and working out the steps to get there

• Organisation - keeping track of ideas, time and belongings

• Cognitive Flexibility - being able to shift between tasks, adapt to changes and see problems from different angles.

Why do these skills matter?

The research demonstrates that EF skills are powerful predictors of a child's learning and development. For example, planning and organisation support success in problem-solving and long-term performance (Best & Miller, 2010). Cognitive flexibility is linked with better reading and maths skills, and even creativity (Buttlemann & Karbach, 2017; Zmigrod et al., 2019).

These skills don't just help in academics; they support children in friendships, managing emotions, and developing independence. Yet, they don't come naturally all at once. EF develops slowly, over childhood and into adolescence, shaped by experience, practice, and supportive environments (Zelazo & Carlson, 2012).

Supporting EF Development

The great news is that we can nurture these skills in everyday life. Research has documented how children will learn best when scaffolded opportunities to practise skills (Anderson, 2010). Here are some simple things to foster them:

• Planning: Encourage children to help organise a family day out, make a list, check the time, and think about what they'll need.

• Organisation: Give children responsibility for keeping their school ready or help pack for holidays and days out.

• Flexibility: Play games which require switching rules (like "Simon Says" with changing commands) or encourage them to think of a variety of ways to solve a problem.

Children's ability to participate in real-life decision-making also strengthens EF. For example, Winters (2010) shows how children involved in planning community projects gained confidence, problem-solving skills, and a sense of responsibility.

From Home to Community: Why Collaboration Matters

While EF can grow in the home, research shows there are benefits of collaborative, child-led projects. Working with peers helps children practise communication, negotiation, and adapting to group decisions (Kalkut, et al,. 2009; Diamon, 2013).

That's exactly what the Collaboraters Collective is about. It is a space where children aged 7-11 years come together to design and deliver real-world projects that make a difference in their community. In doing so, they naturally build their planning, organisation and flexibility skills, while also seeing how their actions can create positive change.

So, let's imagine the group decides to run a campaign about reducing plastic waste. Together they would:

• Plan the steps (research, design posters, organise a clean up)

• Organise who does what, track materials, and manage time

• Adapt and flex if challenges arise (e.g., changing the plan if it rains on clean-up day)

Final Thoughts

Executive function skills such as planning, organisation and cognitive flexibility are not just academic tools. When we nurture them, we prepare children for challenges, independence, and opportunities ahead.

At the Collaborators Collective, we are creating a space where children learn these skills in a fun, supportive, and purposeful way, together!

Session run in Loughborough every Tuesday 3.45pm-5.00pm

Small groups, big ideas, lasting impact!

References

• Anderson, P. (2010). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71–82.

• Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660.

• Buttelmann, F., & Karbach, J. (2017). Development and plasticity of cognitive flexibility in early and middle childhood. Frontiers in Psychology, 8, 1040.

• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

• Kalkut, E. J., et al. (2009). Development of executive function. Journal of the International Neuropsychological Society, 15(3), 394–406.

• Winters, J. (2010). Children’s participation in planning and regeneration. Journal for Education in the Built Environment, 5(2), 85–111.

• Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence. Child Development Perspectives, 6(4), 354–360.

• Zmigrod, S., et al. (2019). Cognitive flexibility and creativity. Journal of Experimental Psychology: General, 148(3), 431–450.