The aspects of preschool education curriculum (re)design have recently been emphasized both in various international and national legal documents and in the professional mainstream literature with the aim to support children’s holistic development. The maturity and advancement of a child across cognitive, physical, social-emotional, and behavioral dimensions of learning are interconnected and covered by the integrative framework of education for sustainable development (ESD). The authors of the given paper desire to highlight the important correlation of the innate cognitive processes, which are fundamental to a child’s understanding of the world, and the acquired cognitive flexibility, which is being formed as a child grows, learns to explore, and establishes their own behavioral settings and learning habits. The topicality to explore the conceptual system and lexical framework pliancy for perceptual data processing exhibited by preschool children is conditioned by the fact that a growing volume and complexity of multimodal information significantly influence the ability of preschool children 5 to 7 years old to perceive their surrounding environment, comprehend the contextual framework, and communicate efficiently.