The article presents an overview of current research aimed at exploring the development of the executive functions of preschool children. The results of numerous studies indicate that executive functions influence different components of the academic success of children. In this regard, the question of the relationship between education and degree of development of the regulatory functions is of particular relevance. The article presents examples of individual and group approaches to the formation of executive functions in preschool age. It is shown that using a variety of strategies to work with preschool children possibly significant development of executive functions in the kindergarten. Special attention is paid to computerized programs of development of arbitrariness. Significant relationships between the quality of preschool education and the development of the executive functions were not found. Cultural characteristics have a much greater influence on the formation of arbitrariness.