Drawing as a Tool to Support Children’s Executive Function in Play - Article 6

Oct 23, 2026

Young children’s drawing is recognized as a rich communication and problem-solving tool, shaping how children make meaning and learn through play. The article examines drawing as an intentional teaching strategy to build Executive Function (EF) skills, including working memory, inhibitory control, and cognitive flexibility. It presents the value of guided, reflective planning for children’s play ideas, supported by examples of children’s drawings and learning trajectories.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Executive Function

Executive function and play

DRAWING AS A TOOL TO SUPPORT CHILDREN’S EXECUTIVE FUNCTION IN PLAY Lisa J Sonter and Desley J Jones ABSTRACT Young children’s drawing is recognised as a rich communication, meaning making and problem solving tool (Brooks, 2009) . This article explores the role of drawing in young children’s thinking and learning. We consider how drawing can be used as an intentional teaching strategy to support children’s development of Executive Function (EF) skills. Comprised of working memory, inhibitory control and cognitive flexibility, EF skills are higher order mental functions such as focused attention and flexible, logical thinking (Center on the Developing Child at Harvard University, 2011) . This paper highlights the process of using drawing as a tool to develop guided and reflective planning for young children’s play ideas. The authors share examples of children’s drawing and planning, and encourage readers to consider possibilities to strengthen potentials for further learning. INTRODUCTION The significance of children’s drawing as a meaning making, communication tool is well recognised (Brooks, 2004, 2009; Malin, 2013, Matthews, 2003; Papandreou, 2014) . The literature about young children drawing reveals a shift from viewing children’s art in isolation to the child as a means to assess intellect, development or expressive capacity (Hall, 2009; Matthews, 2003) . Drawing is now predominantly seen as deeply situated in and reflective of sociocultural contexts (Brooks, 2004, 2009; Erkoff & Urbach, 2008; Malin, 2013; Papandreou, 2014) . The collaborative interchange between the active child and the social environment is critical to this sociocultural view (Berk & Winsler, 1995; Bodrova & Leong, 2006; Brooks, 2004, 2009; Malin, 2013; Vygotsky, 1978). The active, agentic child is central to Belonging, Being & Becoming: The Early Year’s Learning Framework for Australia (EYLF) (Commonwealth of Australia Department of Education, Employment & Workplace Relations (DEEWR), 2009) . This document, which guides early childhood pedagogy, principles and practices in Australia, positions children as co-constructors of their learning. Play based learning, responsiveness to children and intentional teaching are three underpinning practices of this document. Play offers many opportunities for children to access, refine and build on their knowledge to make sense of their world, and represent their experiences and learning in personally significant ways (DEEWR, 2009; Hunter & Sonter, 2012 ) . Educators are responsive to children’s strengths, ideas and interests, and maximise thinking and learning opportunities through the use of intentional teaching which encompasses “deliberate, purposeful and thoughtful…decisions and actions”( DEEWR, 2009, p. 15) . This paper investigates the role of drawing as a tool to support children’s thinking in play. We draw on our experience as early childhood teachers in Queensland, Australia. The article opens by highlighting the correlation between drawing as a meaning-making tooland the development of children’s executive functioning: higher order cognitive skills. The role of intentional teaching to support children’s thinking is explored. Examples of practice and play exemplify the intentional use of drawing in scaffolding children’s thinking through experiences such as make-believe play. Finally, links between drawing plans for play and higher order thinking are demonstrated. EXECUTIVE FUNCTION Executive functioning comprises interdependent skills of working memory, inhibitory control, and cognitive flexibility. The capacity to hold and manipulate information in our heads for short amounts of time (working memory); the skills used to master and filter thoughts and impulses (inhibitory control); and the capacity to switch and adjust to changed demands, priorities or perspectives (cognitive flexibility) underpin“deliberate, intentional, goal-directed behaviour required for daily life and success at

FAQs

How does drawing support young children’s Executive Function during play?

Drawing can support executive functioning by helping children plan and reflect on play ideas. It engages higher-order skills such as working memory, inhibitory control, and cognitive flexibility during meaning-making and problem solving.

What Executive Function skills are highlighted in the article?

The article focuses on working memory, inhibitory control, and cognitive flexibility. These skills underpin focused attention, flexible logical thinking, and goal-directed behavior.

What role does intentional teaching play in using drawing with children?

Intentional teaching is described as deliberate, purposeful, and thoughtful decision-making that scaffolds children’s thinking. The article links this approach to guided drawing and reflective planning for play.

Oct 23, 2026

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