A model for understanding how the brain organizes higher psychological functions, particularly those related to planning, organizing, emotional regulation, decision-making, and problem-solving. According to this theory, executive functions are not seen as a single unit or an independent skill, but as the product of a complex interaction of many neural networks that work in concert to achieve flexible behavioral and cognitive efficiency. These networks include several areas of the frontal lobe, hippocampus, basal ganglia, and their connecting areas, each of which contributes to the performance of specific tasks by integrating with other networks to support common executive processes. The theory emphasizes that the effectiveness of a child’s executive functions depends on the ability of these networks to communicate effectively and to transmit information quickly and accurately between different domains, allowing for the regulation of behavior, the maintenance of attention, the regulation of emotions, and the adjustment of responses to environmental variables. The theory also explains that any imbalance or weakness in the relationship between these networks can lead to a variety of cognitive and behavioral difficulties, such as planning problems, low cognitive flexibility, impulsivity, or difficulty managing time and tasks. From a developmental perspective, the theory suggests that executive networks develop gradually during childhood and adolescence, and that exposure to appropriate educational and therapeutic experiences can enhance the effectiveness of these networks and compensate for any partial disruptions in their functioning. Thus, the theory of executive networks provides a framework for understanding the relationship between the neural structure of the brain and higher cognitive functions. It helps to develop educational and therapeutic interventions aimed at developing self-regulation, problem-solving, and behavioral and emotional flexibility, thereby contributing to the child’s comprehensive and balanced development at the cognitive, emotional, and social levels.