Executive functioning (EF) is an important predictor of cognitive development. We examined early EF development longitudinally during the first three years of life and investigated the effect of psychosocial stress, early-term birth, and early childhood intervention on EF development. The families with psychosocial stress participated in a longitudinal RCT study implementing the home-visiting intervention program Parents-as-Teachers (PAT) (intervention group, N=121 and control group, N=111). Birth status (early-term, N=69; on-term, N=163) and family stress (high stress, N=68, low stress, N=164) were predictors of EF. EF components that were extracted from the Bayley Scales of Infant and Toddler Development measurement (BSID-III, 2006) showed changes between 1 and 3 years. A negative effect of family‘s psychosocial stress on child‘s development of EF was found during first three years, while the PAT intervention had a positive effect. Early-term birth had a moderate association with EF development. Implications for early childhood interventions are discussed.