The problem of modelling goes back centuries and originates in ancient times. Modelling is the process of constructing an artificial object, that reflects the properties and the relationships of the original object under study in such a way, that studying the model allows obtaining new information about the initial object. Venger (1986) considered visual models (models of shape, colour, size) as cultural means. From his perspective, mastery of these is related to the development of model representations. Operating with model representations based on the mastering of visual models results in the development of the visual modelling ability. This chapter describes the results of theoretical and empirical studies of the relationship between visual modelling ability and the development of executive functions in senior preschool age children. The sample consisted of 149 children of 5–6 years of age. Visual modelling ability was assessed by means of the “Schematisation” technique, while executive functions were measured by the NEPSY II test. Our study showed that in regard to model representations, the development of executive functions followed two directions. In the first case, the representations focused on the sign-based properties of the situation, and in the second, the representations were based on the spatial properties.