The article presents the results of an empirical study of the characteristics of voluntary activity in preschool children with disabilities. The study involved 35 children, 20 children with disabilities and 15 children of the normotypical comparison group. The study was carried out using a complex of psychodiagnostic and neuropsychological techniques aimed at identifying the functional formation of the components included in the structure of voluntary activity and executive functions. It was found that in children with disabilities, along with a specific profile of primary neurocognitive deficit, there are features of voluntary activity that are specific to different groups of disabilities and differ from the group of normative development. A methodological complex has been selected for the study of the components of voluntary activity and executive functions in preschool age.