Play-based cognitive flexibility training boosts creativity in third graders

Photo by Markus Winkler / Unsplash

Acta psychologica Published May 1, 2026 Medically reviewed May 1, 2026 Study authors: Cordero Evelyn, Amaro-Fuenzalida J, Cid Valeska, Aguirre Patricio PubMed ↗ DOI ↗ By Dr. Sofia Müller, MD · Lifespan & Whole-Person Care

Key Takeaway

Consider play-based cognitive flexibility training to improve narrative creativity in third graders, but note limitations in data reporting.

This randomized controlled trial included 249 third-grade students (123 girls, 126 boys; mean age 8.08 years) from three state-subsidized schools in Antofagasta, Chile. The intervention was a 14-session workshop with play-based activities targeting cognitive flexibility, including Fantasma Blitz dynamics, storytelling, and improvisation. The comparator was usual classes.

Primary outcomes were creativity scores (narrative, graphic, and overall) measured by the PIC-N test. Narrative creativity was significantly higher in the experimental group than the control group (p < 0.01). Cognitive flexibility, a secondary outcome, increased significantly from pre- to post-test (p < 0.05). Differences in creativity scores were observed across schools.

Safety and tolerability were not reported. Limitations include lack of normality in some indicators. The study did not report effect sizes or absolute numbers for the main results.

These findings suggest that play-based programs targeting executive functions may enhance creativity in primary education. However, the lack of effect sizes and variability across schools warrant cautious interpretation.

Study Details

Study typeRct

EvidenceLevel 2

PublishedMay 2026

PMID41875639

View Original Abstract ↓

INTRODUCTION: This study evaluates the impact of a play-based intervention focused on cognitive flexibility and divergent thinking on children's creativity outcomes in third-grade students. METHOD: A total of 249 (123 girls, 126 boys; mean age = 8.08 years; SD = 0.27; range: 8-9 years) from three state-subsidized schools in Antofagasta, Chile, participated. Within each school, intact classrooms were randomly assigned to the experimental or control condition. The experimental group participated in a 14-session workshop involving play-based activities designed to train cognitive flexibility (e.g., Fantasma Blitz dynamics and variants), along with storytelling and improvisation exercises, while the control groups continued with their usual classes. Cognitive flexibility was assessed individually before and after the intervention using the Yellow-Red subtest ("Trios"). Creativity was assessed after the intervention using the Creative Imagination Test for Children (PIC-N), yielding narrative, graphic, and overall creativity scores. DATA ANALYSIS: Given the lack of normality in some indicators, aligned rank transform (ART) ANOVA was used. Creativity outcomes (PIC-N; post-test) were analyzed with a two-way Group × School model, and cognitive flexibility ("Trios") was analyzed with a two-way Group × Time (pre-post) model. RESULTS: The experimental group showed significantly higher narrative creativity than the control group (p < 0.01). Cognitive flexibility increased significantly from pre- to post-test in both groups (p < 0.05). Differences in creativity scores were also observed across schools. CONCLUSIONS: A structured, play-based intervention was effective in enhancing children's narrative creativity and cognitive flexibility. These findings support incorporating play-based programs targeting executive functions to strengthen creativity in primary education.