An exploration of cognitive flexibility development in South African 4- and 5-year-olds

Abstract

This study explored the development of cognitive flexibility (CF) in South African preschoolers aged 4 to 5 years using the Three-Dimensional Change Card Sort (3DCCS) task. A mixed-methods approach integrated quantitative analysis of 3DCCS scores with qualitative Reflexive Thematic Analysis of participant engagement with the task. The study included a sample of 51 children. Quantitative results revealed a significant positive correlation between age and CF scores (ρ = .45, p < .01), while sex, socioeconomic status (SES) and bilingualism did not significantly predict CF outcomes. Qualitative findings highlighted diverse engagement strategies, including verbal and visual strategies, and physical interaction with task materials, reflecting developmental differences in CF. Observed behaviours ranged from confident independence to hesitation and external validation-seeking, showcasing individual variances in task adaptation. These findings underscore the importance of age as a primary factor in CF development and validate the applicability of the 3DCCS in non-WEIRD contexts. This research contributes to understanding early childhood cognitive development in culturally and linguistically diverse populations, with implications for educational interventions.