{"id":6271,"date":"2024-06-09T23:46:58","date_gmt":"2024-06-09T19:46:58","guid":{"rendered":"https:\/\/phf.org.ge\/resources\/executive-function-activities-for-children-ages-3-5\/"},"modified":"2024-11-13T12:24:53","modified_gmt":"2024-11-13T08:24:53","slug":"executive-function-activities-for-children-ages-3-5","status":"publish","type":"resources","link":"https:\/\/phf.org.ge\/en\/resources\/executive-function-activities-for-children-ages-3-5\/","title":{"rendered":"Executive Function Activities for Children Ages 3-5<\/strong>"},"content":{"rendered":"

During the ages of 3 to 5, children experience rapid growth in executive function and self-regulation skills. Activities should be adjusted according to each child\u2019s abilities. Younger children need more guidance with rules and structure, while older children may demonstrate more independence. The goal is to gradually decrease adult guidance, allowing children to develop autonomy.<\/p>\n

Imaginative Play<\/strong><\/p>\n

In imaginative play, children take on roles, create rules, and act accordingly, controlling impulses to stay “in character.” Often drawing from real-life experiences, like a doctor\u2019s visit, they engage in complex scenarios where one child acts as the “doctor” (speaking calmly and reassuringly), while another might be a “patient” (acting scared or sad). Children aged 3-5 learn to play together and regulate each other\u2019s behaviors, which is a significant step in developing self-regulation.<\/p>\n

Ways to support high-quality imaginative play:
\n\u2022\tProvide context through books, trips, or videos to help children understand scenarios and roles.
\n\u2022\tOffer a variety of props to encourage this type of play. Younger children may need realistic props, while older children can use everyday objects creatively.
\n\u2022\tEncourage children to create their own props, which helps them practice selective attention, working memory, and planning.
\n\u2022\tOrganize play by making play plans where children decide who they\u2019ll be and what they\u2019ll do before starting, helping them think first, then act, and developing impulse control.<\/p>\n

Storytelling<\/strong><\/p>\n

Children enjoy creating and sharing stories, which helps them manage working memory by holding information in mind and organizing it.
\n\u2022\tGroup storytelling: One child starts a story, and each child adds to it. They need to listen, think of an addition, and adjust to the narrative, which promotes attention, working memory, and self-control.
\n\u2022\tActing out stories: A story\u2019s structure guides actions and requires children to follow along rather than create new scenarios.
\n\u2022\tBilingual storytelling: In bilingual families, storytelling in both languages benefits executive function skills.<\/p>\n

Movement Challenges: Songs and Games<\/strong><\/p>\n

Movement and rhythm games aid executive function development as children match words to movements and music. As children\u2019s self-regulation skills grow, increase the complexity of songs and games to maintain interest.
\n\u2022\tOffer physical challenges with climbing structures, balance activities, and obstacles to encourage children to focus, control actions, and adjust to achieve goals.
\n\u2022\tEncourage calmer activities that require reduced stimulation and focused attention, such as balancing or yoga poses.
\n\u2022\tIntroduce music with varied tempo: Have children dance fast and slow, or “freeze” in specific poses when the music stops.
\n\u2022\tSongs with repetitive sequences that add to previous parts are also great for working memory.<\/p>\n

Quiet Games and Other Activities<\/strong><\/p>\n

Sorting and matching activities remain fun, but now you can ask children to sort items by multiple rules (e.g., first by color, then by shape), which fosters cognitive flexibility.
\n\u2022\tPlay games with changing rules, like sorting differently with each round, or bingo with opposites (if the leader says “day,” the child marks “night”).
\n\u2022\tIntroduce increasingly complex puzzles to train visual working memory and planning.
\n\u2022\tCooking together is an enjoyable way for children to practice waiting for instructions, remembering steps, and focusing on measurement.<\/p>\n

Prepared based on Harvard University\u2019s Center on the Developing Child publication. 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