Common planning mistakes in kids’ executive function

Key Takeaways

Audience Spotlight: Supporting Struggling Learners in Planning

Many parents of struggling learners notice their children have trouble organizing steps for homework, projects, or even simple daily tasks. These struggles are common, especially in elementary school, and often relate to executive function skills like planning and prioritization. If your child forgets what comes next, gets overwhelmed by bigger assignments, or avoids starting tasks, you are not alone. Understanding common planning mistakes in kids executive function can help you support your child with confidence and compassion.

Definitions

Executive function refers to the mental skills children use to manage time, plan ahead, remember instructions, and juggle multiple tasks. Planning is the ability to think about the steps needed to reach a goal, organize those steps, and follow through.

What Are the Most Common Planning Mistakes in Kids Executive Function?

Experts in child development note that planning is not a skill children are born with—it develops over time, with lots of trial and error. Many teachers and parents report that children in elementary school often make similar mistakes when trying to plan, organize, and prioritize. These patterns are especially visible in struggling learners, who may need extra modeling or more chances to practice. Let us look closely at the most common planning mistakes in kids executive function and how they affect daily routines:

• Underestimating how long tasks will take: Children often believe they can finish homework or chores quickly, only to be surprised when things take longer. This can lead to frustration and last-minute stress.
• Skipping steps or missing directions: Some kids rush to complete work, missing important instructions or forgetting materials. This is a classic sign of planning difficulties.
• Getting stuck on the first step: When a project feels big or confusing, children may not know where to start, becoming anxious or giving up before they begin.
• Difficulty prioritizing: Kids may spend too long on less important parts of an assignment, or do tasks out of order and run out of time for what matters most.
• Forgetting to check work: Planning includes reviewing and making sure the task is complete, but many children skip this step entirely.

If you recognize these patterns in your child, it is important to remember that these are growth opportunities, not personal failings. With support, children can learn more effective ways to plan and prioritize.

Planning & Prioritization: Why Do Kids Struggle?

Planning and prioritization are core parts of executive function, yet even bright and motivated children can struggle with them. For struggling learners, academic challenges, attention differences, or anxiety can make planning feel even more overwhelming. Here are some common reasons children have trouble with planning:

• Brain development: The areas of the brain responsible for planning and self-control are still maturing throughout childhood, especially in the elementary years.
• Overwhelm and anxiety: Big assignments or multi-step tasks can feel impossible, leading to avoidance or meltdowns.
• Unclear expectations: Children may not understand what “planning” looks like, or may not have seen adults break down tasks into smaller, manageable steps.
• Lack of tools or routines: Without checklists, visual schedules, or reminders, even simple tasks can be forgotten.

Many parents worry that planning struggles mean their child is not trying hard enough, but these are skills that need to be taught, modeled, and practiced with patience.

Elementary School Planning & Prioritization: What Should My Child Be Able to Do?

In elementary school, planning should be simple and concrete. Most children in Grades K-2 need significant support, while those in Grades 3-5 are just beginning to organize multi-step work independently. Here’s what planning and prioritization can look like at this age:

• K-2: Following simple routines, checking a picture schedule, remembering to bring a folder home.
• 3-5: Breaking down a book report into steps (read, write draft, edit), organizing materials for a science project, or planning which homework to do first.

If your child is not yet able to do these things on their own, that is normal. Learning to plan is a gradual process, and every child grows at their own pace.

Parent Question: How Can I Help My Child Avoid Common Planning Mistakes in Kids Executive Function?

Many parents ask how they can help their child avoid the most common planning mistakes in kids executive function. Here are some practical strategies:

• Model planning out loud: Talk through your own planning steps. For example, “First, I will gather my materials. Next, I will check the instructions.” This helps your child see what planning looks like in action.
• Use visual aids: Checklists, calendars, or picture schedules make steps concrete. Let your child check off each part as they finish.
• Break tasks into small steps: Instead of saying “Clean your room,” try “First, pick up the books. Next, put dirty clothes in the hamper.”
• Set clear priorities: Help your child decide which homework or chores are most important or due soonest.
• Practice time estimation: Guess together how long a task will take, then time it. This builds awareness and reduces frustration.
• Build in review time: Remind your child to check their work before turning it in. Make this a regular part of the routine.

Remember, every child will make mistakes as they learn. The goal is not perfection, but steady progress and growing independence.

Planning Mistakes to Avoid: Tips for Parents

While supporting your child, it is easy to fall into a few common traps. Here are some planning mistakes to avoid yourself:

• Rescuing too quickly: It is natural to want to step in, but giving your child space to try planning on their own—even if they make mistakes—builds confidence.
• Expecting adult-level skills: Children need to grow into planning. Adjust your expectations based on age and ability.
• Thinking one system fits all: Some kids love checklists, others prefer visual reminders. Be flexible and try different tools until you find what works.

For more help with executive function, you may find helpful insights on our Executive function resources page.

What If My Child Has ADHD or Other Learning Differences?

Children with ADHD, learning disabilities, or who are neurodivergent may have extra challenges with executive function. They might need more reminders, more practice, and more encouragement. Many families benefit from working with teachers or tutors who understand these needs. Celebrate small wins and remember that every bit of progress counts.

Tutoring Support

K12 Tutoring is here to help your family navigate common planning mistakes in kids executive function. Our team understands the unique needs of struggling learners and provides patient, individualized support. Whether your child needs help breaking down assignments, learning to prioritize, or developing stronger routines, we offer personalized guidance that builds skills and confidence. You are not alone—let us partner with you to help your child grow.

Related Resources

• Time Management for Kids: Build Better Routines (Without Nagging) – Positive Parenting Solutions
• 5 Steps for Collaborative Goal Setting – Edutopia
• What Is Time Management And Why Is It Important? – NSHSS

Trust & Transparency Statement

Last reviewed: October 2025
This article was prepared by the K12 Tutoring education team, dedicated to helping students succeed with personalized learning support and expert guidance. K12 Tutoring content is reviewed periodically by education specialists to reflect current best practices and family feedback. Have ideas or success stories to share? Email us at [email protected].