![]() Typically, these skills begin to develop in early childhood and continue to develop into late adolescence and early adulthood (Diamond, 2012), with some variance associated with upbringing and cultural background (Schirmbeck et al., 2020). ![]() Executive functions are commonly defined as (a) working memory (WM), the ability to monitor and manipulate temporary information (b) inhibition, the ability to inhibit automatic responses or suppress irrelevant information to focus on a task and (c) shifting, referring to the ability to move focus between tasks (Diamond, 2006 Miyake et al., 2000). ‘Executive functions’ is an umbrella term for an array of cognitive processes associated with self‐regulation and goal‐directed behaviour (Diamond, 2012). ![]() While there is some evidence to suggest that engagement in household chores is associated with the retainment of executive functions in older adults (Lee, 2018 Treiber et al., 2011 Wang et al., 2011), few studies have explored this relationship in children, for whom these skills are still developing. Of emerging interest is the purported relationship between engagement in household chores and child cognitive development (Rende, 2021), particularly executive functioning. In children, studies have found that engaging in age‐appropriate chores can increase feelings of autonomy (Weisner, 2001) and is associated with improved prosocial behaviours and greater life satisfaction (White et al., 2019). It also appears that completing household chores has benefits beyond managing simple day‐to‐day living. Such tasks, commonly referred to as ‘chores’, allow individuals to meet basic dietary and hygiene needs (Klein et al., 2009). Both adults and children engage in a wide variety of daily tasks related to household labour, including activities such as food preparation and cleaning.
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