THE EFFECTS OF PROCESS ART ACTIVITY PROVISION WITH SOCIAL INTERACTION ON COGNITIVE FLEXIBILITY OF YOUNG CHILDREN
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Abstract
This research article aimed to examine the effects of process art activities integrated with social interaction on the cognitive flexibility of young children. The study employed an experimental research design. The target group consisted of nine children aged 4 - 5 years enrolled in the second year of kindergarten during the second semester of the 2025 academic year at Biriyayothin School. The research instruments included 24 lesson plans on process art activities integrated with social interaction, implemented continuously over a period of seven weeks. The lesson plans were evaluated by three experts, yielding an overall mean score of 4.76, indicating a very high level of appropriateness. In addition, a cognitive flexibility assessment for young children was developed, covering three domains: behavioral flexibility and control, cognitive flexibility (shifting), and problem-solving ability. The assessment demonstrated an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00, indicating acceptable content validity. Quantitative data were analyzed using descriptive statistics, including the mean and standard deviation, together with qualitative descriptive analysis. The findings revealed that: 1) After participating in the process art activities integrated with social interaction, the young children's mean cognitive flexibility score ( = 18.67,
= 1.89) was higher than that before the intervention (
= 10.22,
= 1.32); and 2) Regarding the three domains of cognitive flexibility, the children obtained higher mean scores after the intervention than before the intervention across all domains. The greatest improvement was observed in cognitive flexibility (shifting), followed by problem-solving ability and behavioral flexibility and control, respectively.
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