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 & times; School model, and cognitive flexibility ("Trios") was analyzed with a two-way Group & times; 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.