Skills for Adaptability in the Global South: Researching Children's Executive Functions in Low-Income Contexts

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Stephen Bayley's postdoctoral fellowship will consolidate, disseminate and expand on the findings of his innovative and inter-disciplinary doctoral research on child development in low-income settings. His PhD focused on how learners in Rwandan schools develop skills for adaptability, such as creativity, innovation and problem solving. In particular, the study researched children's cognitive flexibility, which comprises the ability to think creatively 'outside the box', see things from different perspectives and adapt quickly to changing circumstances. The fieldwork in Rwanda entailed measuring cognitive flexibility among 306 pupils aged 7-11 attending four public primary schools. The children were also assessed on wider learning outcomes like literacy, and teachers were interviewed and observed to explore their perceptions, behaviours and practices in the classroom. The findings revealed that learners' cognitive flexibility predicted their non-verbal reasoning and wider cognitive development, but not their reading skills. This was surprising because research in higher-income settings has suggested a strong relationship between children's flexibility and their literacy. Within lessons, teachers used group-based exercises and practical activities to nurture pupils' adaptability, while frequent switching between languages might also inadvertently have helped the children to adjust. Stephen's work plan includes activities to disseminate his doctoral findings, build networks and increase capacity both in Rwanda and internationally. In particular, he will conduct participatory events with Rwandan teachers and policymakers to highlight the relevance of child psychology for primary education and to agree recommendations emerging from his research. In addition, he will publish at least two articles in high-quality international journals and create a global network of researchers investigating children's cognitive development in resource-poor settings worldwide. This will be achieved through a series of at least six webinars and will be important to identify best measurement practices, research priorities with real-life application, and effective means for sharing findings with national governments and education policymakers. Finally, planned activities will include making preparations to expand the initial study by revisiting and retesting original participants 3-4 years after the doctoral data collection. This will involve preparing funding proposals, completing trainings on advanced analyses and stakeholder communications, and liaising with potential partners and research collaborators at the University of Rwanda and Adventist University of Central Africa.