Develop gradually: The executive functions of the brain, such as planning, attention, flexibility of thought, self-regulation, and behavior control, do not appear all at once, but develop gradually, passing through successive stages, each of which is based on the experience of passing the previous one. In early childhood, executive functions are embodied primarily in short-term concentration or the ability to follow simple instructions, and later develop into more complex forms, such as multitasking, solving complex problems, and flexible thinking that allows adaptation to new situations. This gradual development means that any impairment or disorder in the early stages, such as lack of sustained attention or impulsivity, can have a chain reaction in the later stages, leading to more serious problems in areas such as academic achievement, social interaction, and self-regulation. However, the concept emphasizes that early intervention can change the trajectory of development, for example, through targeted learning, therapeutic games or interactive educational programs, it is possible to restore the lost or weakened basis of executive functions, paving the way for the healthy development of more complex functions later on. The essence of this concept lies in the understanding of executive functions as an interrelated hierarchical structure, where the lower level supports the higher. For example, developed self-regulation is impossible without the development of the child’s ability to selectively concentrate attention and show perseverance, just as the ability to plan ahead requires first mastering simple skills of solving problems and controlling direct behavior. Therefore, any effective therapeutic or educational program must be designed with this hierarchical progression in mind.