Executive functions are a set of higher-order cognitive skills that include working memory, inhibitory control, and cognitive flexibility. These abilities are essential for goal-directed behavior, problem-solving, emotional regulation, and academic success. During childhood, executive functions undergo rapid development, shaped not only by biological maturation but also by everyday experiences that place cognitive demands on the child. While formal education and structured cognitive training have traditionally been emphasized, growing evidence suggests that ordinary daily activities may also play an important role in fostering these skills. A 2022 study published in the Australian Occupational Therapy Journal provides compelling evidence that children’s participation in household chores is meaningfully associated with stronger executive functioning.

The study, titled “Executive functions and household chores: Does engagement in chores predict children’s cognition?”, was conducted by Deanna L. Tepper, Tiffani J. Howell, and Pauleen C. Bennett. The researchers examined children aged 5 to 13 years to determine whether involvement in different types of household chores was linked to executive function performance. Importantly, the study distinguished between various categories of chores, including self-care tasks (such as preparing food or managing personal belongings) and family-care chores (such as cleaning shared spaces or helping with household maintenance). This distinction allowed the researchers to explore whether more socially embedded and cognitively demanding tasks were associated with greater cognitive benefits.

The findings revealed that children who were more regularly engaged in self-care and family-care chores demonstrated significantly stronger working memory and inhibitory control. Working memory refers to the ability to hold and manipulate information over short periods, while inhibitory control involves suppressing impulsive responses in favor of goal-appropriate behavior. These associations remained significant even after controlling for age, gender, and disability status, suggesting that the relationship between chores and executive functioning was not simply a reflection of developmental stage or demographic factors.

One key contribution of this study lies in its emphasis on real-life cognitive demands. Household chores are inherently complex tasks that require planning, sequencing, attention, and self-regulation. For example, cooking a simple meal involves remembering steps, monitoring time, inhibiting distractions, and adjusting actions based on feedback. Cleaning shared spaces similarly requires sustained attention, organization, and awareness of others’ needs. Unlike artificial cognitive training tasks, chores embed these demands in meaningful, goal-oriented activities with real consequences, which may enhance learning and skill transfer.

The authors argue that such everyday activities provide natural opportunities for children to practice executive functions in context. Rather than passively receiving instructions, children actively engage in problem-solving and decision-making, often with increasing levels of autonomy. This aligns with developmental theories suggesting that executive functions are best supported through active participation in purposeful tasks rather than through isolated drills. From this perspective, chores function as a form of “cognitive apprenticeship,” in which children gradually take on more responsibility as their skills develop.

The study also has important implications for parents, educators, and occupational therapists. In modern households, children are often shielded from chores due to time constraints, safety concerns, or an emphasis on academic activities. However, the findings suggest that reducing children’s involvement in household responsibilities may inadvertently limit opportunities for executive function development. Encouraging age-appropriate participation in household tasks may therefore serve as a simple, low-cost strategy to support cognitive development alongside formal education.

It is important to note that the study was observational and cannot definitively establish causation. Children with stronger executive functions may also be more likely to engage in chores. Nevertheless, the robustness of the associations and the careful control of key variables strengthen the argument that household chores play a meaningful developmental role. The authors highlight the need for future longitudinal and intervention studies to clarify causal pathways and determine how chore type, frequency, and parental support influence cognitive outcomes.

In conclusion, the 2022 study published in the Australian Occupational Therapy Journal provides strong evidence that children’s engagement in household chores—particularly self-care and family-care activities—is associated with better working memory and inhibitory control (Australian Occupational Therapy Journal, 2022). These findings challenge the notion that cognitive development occurs primarily through formal instruction and instead highlight the value of everyday life activities. By involving children in meaningful household responsibilities, families may be supporting not only practical life skills but also the foundational cognitive abilities that underlie lifelong learning and self-regulation.