Executive functions (EFs) are a set of higher-order cognitive processes, that include working memory, inhibitory control, cognitive flexibility, and sustained attention, that play a crucial role in self-regulation, learning, and adaptive behaviour from early childhood onward (Bascandziev et al., 2016). Research highlights early childhood as a sensitive period for the development of EF, with long-term implications for academic achievement, social competence, and emotional well-being (Blakey & Carroll, 2015; Fitzpatrick et al., 2014; Sasser, Bierman & Heinrichs, 2015). For this reason, early childhood education settings represent a key context for fostering the development of these skills through pedagogical practices.

Within this broader research framework, the present paper constitutes a focused theoretical and pedagogical deepening of a wider project aimed at promoting EF development in early childhood. This contribution is designed as an in-depth reflection addressed to the professional training of early childhood educators, with the goal of supporting their ability to intentionally foster executive functions in everyday educational practices and play-based contexts.

Drawing on a socio-constructivist and cultural-historical perspective, this paper conceptualizes EF not as isolated individual abilities, but as skills that develop through social interaction, shared activity, and emotionally meaningful experiences (Bronfenbrenner, Morris, 2006). Within this framework, Vygotsky’s concept of perezhivanie is used as a theoretical lens to understand how children actively experience, interpret, and are transformed by their interactions with the environment. EF development is therefore shaped by the dynamic relationship between the child’s individual characteristics and the educational context in which experiences occur (Vygotskij, 2022).

Play, especially symbolic and imaginative, is identified as a privileged context for the activation and development of EF in early childhood. Imaginative play allows children to move between reality and fiction, attribute new meanings to objects, and construct shared narratives, fostering the development of increasingly complex forms of thinking (Bembich, Sorzio, 2020). From this perspective, the role of the educator is central. Educators act as cultural mediators and facilitators of play, intentionally designing learning environments that promote EF development while respecting children’s agency and interests (Veresov, et al., 2021). Through scaffolding strategies, educators support children in maintaining the coherence of play narratives, remembering rules, managing turn-taking, and regulating emotions during moments of frustration or conflict. Rather than directing play in a rigid manner, educators guide and enrich it by introducing meaningful challenges, posing reflective questions, and adding narrative or problem-solving elements that stimulate executive processes.

Intentional pedagogical planning is particularly important in play-based activities that integrate storytelling, role-play, and symbolic use of materials. By selecting stories, educators create familiar and engaging contexts in which children can explore new roles and perspectives. The introduction of problem situations within play narratives encourages children to collaboratively generate solutions, adapt strategies, and negotiate meanings, thereby strengthening EF in a social and emotionally supportive setting (Veresov, et al., 2021). Adult support does not limit children’s autonomy; rather, it enhances the quality of play by sustaining engagement, deepening conceptual understanding, and supporting self-regulation. These practices are particularly beneficial for children from disadvantaged socio-economic backgrounds, for whom early support of EF can serve as a protective factor against later academic difficulties (Meixner, Laubrock, 2024).

In conclusion, this paper offers a targeted contribution within a broader research and educational project by addressing the role of educator training in supporting EF development in early childhood settings. Educators play a vital role in creating intentional, play-based learning environments that support children’s cognitive and emotional development (Veresov, et al., 2021). By valuing play as a central pedagogical tool and by adopting reflective and responsive teaching strategies, early childhood educators can meaningfully contribute to the development of EF, promoting long-term educational success and overall well-being.

This study adopts a mixed-methods research design based on a multiple case study approach, with a strong focus on the professional training, ongoing support, and pedagogical accompaniment of early childhood educators. Taking into consideration one component of a broader research project, this paper investigates how educators can be progressively prepared and supported to assume the role of intentional facilitators of EF development in early childhood education settings through play-based pedagogical practices. The research adopts an explanatory sequential architecture (Trinchero & Robasto, 2019), integrating quantitative and qualitative methods to explore the outcomes of the educational intervention processes through which educators develop the theoretical knowledge, reflective competencies, and practical skills necessary to intentionally support EF. The first phase of the study is explicitly dedicated to educator training and theoretical-methodological grounding. Through guided work, shared theoretical reflection, and analysis of pedagogical scenarios, this phase aims to build a common conceptual framework around EF, play-based learning, and the Playworld model. Educators are supported in linking theoretical concepts to their everyday practice, strengthening pedagogical intentionality and awareness of how specific adult actions can scaffold children’s self-regulation and EFs. The second phase consists of an in-depth field study focusing on the supported and scaffolded implementation of the Playworld model as a situated learning experience in the selected centres. During this phase, educators are continuously accompanied through ongoing coaching, collaborative planning sessions, and reflective discussions, which allow them to experiment pedagogical strategies, receive feedback, and refine their role as facilitators of EFs. Educators play a central role throughout the intervention, as implementers and as active co-constructors of pedagogical knowledge. They participate in a structured training programme and engage in collaborative planning aimed at designing, enacting, and revising Playworld experiences (Fleer, 2017). Over a ten-week period (Fleer et al., 2020), educators progressively learn to intentionally integrate narrative structures, role-play, and problem situations into play. The final qualitative phase engages participating educators in semi-structured interviews to deeply explore their professional learning trajectories, changes in pedagogical beliefs, and evolving understanding of their role as facilitators of EFs. Educators’ perspectives on the Playworld approach, its feasibility within annual educational planning, and the challenges encountered during implementation are examined as key elements of the training process. The study concludes with reflective activities, including focus groups that actively centre educators’ voices in interpreting findings and designing practical strategies for sustaining and embedding Playworld-based practices into everyday educational contexts and long-term professional development pathways.

This study highlights the central role of educators in fostering the development of EFs in early childhood education settings through intentional, play-based pedagogical practices (Veresov, et al., 2021) promoting long-term educational success and well-being. The findings underline that educators’ intentional involvement is essential for enhancing the developmental potential of play (Fleer, 2017). When educators act as facilitators and cultural mediators, they scaffold children’s engagement, support self-regulation, and introduce cognitive and emotional challenges that stimulate executive processes without compromising children’s autonomy. Guided play, as implemented through the Playworld model, allows educators to balance structure and freedom, creating emotionally engaging learning environments in which children can practice EFs in authentic and motivating ways (Fleer, 2017). Moreover, the study suggests that professional training and collaborative planning are key conditions for the implementation of play-based approaches aimed at supporting EFs. Educators who are provided with theoretical grounding and reflective opportunities are better equipped to recognize EF demands within play and to intentionally design experiences that promote them. Narrative, role-taking, and problem situations emerges as strategies for embedding EF development within educational practices. The results emphasise the potential of play-based interventions to reduce developmental inequalities. Children from socio-economically disadvantaged backgrounds appear to benefit from educational contexts in which EF are explicitly supported through guided play: such approaches can act as protective factors and promote more equitable learning opportunities from the early years (Meixner, Laubrock, 2024). In conclusion, this research reinforces the idea that the development of EFs in early childhood is a collective and relational process, deeply embedded in social interaction and pedagogical intentionality. Early childhood educators play a vital role in shaping learning environments that support both cognitive and emotional development. Integrating structured imaginative play within daily educational planning not only enhances EF development but also contributes to children’s long-term educational success and well-being.

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