At Jabneh Christian Academy, we often speak of guarding the future. Many parents immediately think of reading levels, mathematics scores, or vocabulary growth. Those matter deeply. However, another layer of development determines whether academic knowledge can actually be applied.

That layer is executive functioning.

Executive functioning is the brain’s management system. It is the set of mental skills that allows a child to plan, focus, remember instructions, regulate emotions, and complete tasks. Intelligence provides potential. Executive functioning determines performance.

A child may be “bright”, yet unable to sustain attention. A child may understand mathematics, yet forget the steps required to solve a problem. A child may read well, yet struggle to complete assignments. These are not always knowledge deficits. Often, they are executive functioning gaps.

Between the ages of six and nine, executive functioning is rapidly developing. This is why milestone readiness at Grade 1+ must go beyond academic content.

There are three core components parents should understand.

Working memory is the ability to hold and use information in the mind. When your icon remembers a two-step instruction, keeps track of story details, or mentally calculates an answer, working memory is active. When you frequently hear, “I forgot,” this area may need strengthening.

Inhibitory control is the ability to manage impulses. It is seen when a child raises a hand before speaking, waits a turn, or resists distraction. Without it, learning becomes fragmented.

Cognitive flexibility is the ability to adjust to changing circumstances. It allows a child to accept correction, shift strategies, and move smoothly from play to structured work.

Beyond these three, children are developing planning skills, organisation, emotional regulation, task initiation, and persistence. These are not optional skills. They are foundational.

Executive functioning determines whether knowledge becomes achievement.

At Jabneh Christian Academy, we intentionally build these skills through structured routines, responsibility expectations, guided independence, and meaningful correction. We require icons to think, to organise, to complete, and to reflect. This is part of guarding the future.

Parents play a decisive role in strengthening executive functioning at home.

Limit overstimulation, particularly excessive screen exposure.
Establish predictable routines.
Assign age-appropriate responsibilities.
Encourage task completion before reward.
Allow children to struggle appropriately rather than rescuing too quickly.

Executive functioning matures through practise. It is built, not assumed.

When we guard vocabulary, we guard thought.
When we guard reasoning, we guard decision-making.
When we guard executive functioning, we guard destiny.

As intentional families, our work is alignment. School and home must reinforce one another.

We would value your feedback.

Was this article helpful in deepening your understanding of executive functioning?
Would you like more practical strategies for strengthening these skills at home?
Are there specific areas where you would appreciate further guidance?

Kindly share your thoughts in the comments. Your feedback helps us serve you and your icons with excellence.

Jabneh Christian Academy
We nurture. We enlighten. We build.