Call out an instruction, but only the ones that start with “Simon says” actually count, and watch children’s focus visibly sharpen as they try not to get caught moving on a trick command. Simon Says is a classic for good reason: it’s a direct, genuinely challenging test of attention and self-control.
Why this game matters
The entire game hinges on a child’s ability to listen carefully, filter instructions based on a specific rule, and stop themselves from automatically following a command that doesn’t meet that rule. That combination of focused attention and impulse control is exactly the kind of executive function practice that matters for following multi-step instructions later, in a classroom and well beyond it.
What you need
Nothing but a group of players and a leader, “Simon,” to call out instructions.
How to play
The leader calls out physical instructions, but players should only follow ones that begin with “Simon says”: “Simon says jump up and down!” Occasionally, the leader calls an instruction without that phrase, “Jump up and down!”, and any player who follows it anyway is caught out.
Vary your pace deliberately, quick instructions in a row, then a pause, then a trick command, to keep players genuinely listening rather than falling into a predictable rhythm. Once children are comfortable with the rules, let them take turns being Simon themselves.
Variations
Several related active games exercise similar skills and are worth rotating in for variety: Red Light, Green Light (move on green, freeze instantly on red); Duck, Duck, Goose (a seated circle game testing attention and quick reaction); and “What Time Is It, Mr. Fox?” (a step-counting chase game with a sudden twist).
Safety notes
Keep the physical instructions appropriate to the space available, and clear the area of obstacles if the game includes any running or jumping instructions.
Why getting “caught” needs to feel light, not harsh
Being caught out for following a trick instruction is part of the fun, but it works best kept genuinely light-hearted, a laugh and a quick return to the game, rather than treated as a real failure. Children are far more willing to take the attentional risk the game requires, actually trying to follow fast, tricky instructions rather than hanging back cautiously, when a mistake carries no real sting.
A simple set of rules and a leader calling out instructions is all this game needs, and it scales easily from two players to a whole group. The sharp, visible focus it demands, several children all straining to listen for one specific phrase, is exactly the kind of attention practice that looks like nothing more than a party game and does real cognitive work underneath it.
