Executive Functions (EF) refer to a set of cognitive processes involved in the intentional control of behavior and thought. Although typically assessed through standardized tasks, EF are not directly observable and operate across other cognitive processes, especially in novel or demanding situations. In task design, materiality plays a key role in shaping both goals and expected responses. However, most tasks emphasize the physical and perceptual properties of objects, such as color, shape, or size, while overlooking their functional and sociocultural dimensions. This chapter critically reviews tasks used in studies on the early development of EF in children aged 6 to 36 months, focusing on object characteristics, their role within task objectives, and expected child responses. Tasks were grouped into three categories: (i) those addressing the physical dimension of objects, including A-not-B and Marshmallow Test-inspired tasks. A-not-B tasks are more representative and common in research with children younger than 12 months; (ii) those emphasizing perceptual features, such as the Day/Night and Dimensional Change Card Sort (DCCS) tasks; and (iii) those engaging the practical dimension of objects, where material properties are used to achieve specific goals. Tasks in this final group—such as detour tasks, spoon-use assessments, and observations of spontaneous object interaction—are more complex and less common. This classification highlights the need to consider the functional role of objects in EF development research. The chapter concludes with a critical discussion of the physical and perceptual dimensions of the objects used in these tasks, underscoring the limited consideration of cultural aspects in research on the early development of Executive Functions. In most tasks, objects are treated merely as instruments or supports, rather than as integral components of the task objectives.