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Cognitive Flexibility, a component of executive functioning, is the ability to flexibly shift Attention between tasks. It is our ability to recognize when rules change, allowing us to think in new ways, act creatively, and solve problems. Cognitive Flexibility can also be called set shifting or task switching as it involves shifting Attention away from one idea or task component and responding to a new or different idea or task component, and supports our ability to see things from other people's perspectives. We use Cognitive Flexibility to effectively adapt our behavior as we face changing environments and task demands: for instance, in school, students must consider and switch between different rules and strategies to complete learning tasks. Cognitive Flexibility is central to learning, problem-solving, Creativity, Emotion knowledge, and Social Skills, and is an essential cognitive Self-Regulation skill for preparing children for the transition to school.
Cognitive Flexibility develops rapidly in early childhood and continues to develop into adolescence. By around age four, children can typically successfully switch their Attention between multiple tasks. Changes in Cognitive Flexibility over development in part reflect maturational development in other areas of executive functioning which support Cognitive Flexibility. However, its development is not linear: young children may in fact have greater Cognitive Flexibility skills than older children and adults, at least in some tasks, perhaps due to underdeveloped aspects of rule-based learning which can impair flexible thinking. While some development can disrupt aspects of Cognitive Flexibility, early forms of deliberate, goal-oriented behavior (e.g., sharing toys with friends) and other complex tasks such as switching between languages, may also support the development of this skill. Students with less exposure to these opportunities, who have experienced Adverse Experiences, or who have brain-based differences in their executive functioning development may need additional support in early childhood. For instance, research has found that students with ADHD often have difficulties with task switching, possibly due to reduced Inhibition. Research has also shown that in children with ADHD the region of the brain responsible for executive functioning matures, on average, three years later than their peers who don't have ADHD, which can delay the development of Cognitive Flexibility.
There are many different ways educators can support the development of Cognitive Flexibility. In early childhood teachers can prioritize purposeful pretend play and exploration. Such imaginative play can challenge children's thinking about how objects can be used in different ways. Later in childhood, mindfulness interventions can strengthen Attention, in turn, supporting efficient and flexible shifting.
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