The aim of this study is to examine the relationship between the cognitive processing levels of preschool children and their problem-solving skills. The Cognitive Assessment System (CAS), developed by Naglieri and Das (1997) and adapted into Turkish by Ergin (2003), was used to determine the cognitive processing levels of children. A puzzle…

Background: Self-regulation is identified in the literature as an early predictor of later in life success and an important skill that develops over the course of a lifetime but begins in early childhood. Objective: The purpose of this research study was to assess whether direct instruction of Mindfulness Practices, such as guided meditation and…

The aim of this study is to determine the number sense skills of preschool (Kindergarten) children. In the study, survey design, one of the quantitative research methods, was used. The study group consists of a total of 114 children attending all the kindergartens (5 kindergartens) in the city center of Tunceli in the 2020-2021 school year. The…

Metacognition plays an essential role in adults' cognitive offloading decisions. Despite possessing basic metacognitive capacities, however, preschool-aged children often fail to offload effectively. Here, we introduced 3- to 5-year-olds to a novel search task in which they were unlikely to perform optimally across trials without setting external…

In this study, the effects of STEM activities on the problem-solving skills of preschool children were investigated. A two-group (study: n = 18 and control: n = 18) pre-test/post-test/retention test experimental design was conducted to collected data using a researcher developed General Information Form and an established Problem-Solving Skills…

STEM (science, technology, engineering, and mathematics) education has become a global focus to foster learners' Twenty first-century skills and achieve the sustainable development of society. Design challenges present children with a real-world design problem to solve, as design challenges inspire children to think creatively and apply…

This paper provides a longitudinal analysis of the understanding of repetition patterns by 24 Spanish children ages 3, 4 and 5, through representation and the type of justification. A mixed quantitative and qualitative study is conducted to establish bridges between algebraic thinking and computational thinking by teaching repetition patterns in…

Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (n = 101; M[subscript age] = 5-6) were taught strategies for using fingers to…

One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving--equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided pretend play, is suggested as an…

This study aims to explore the influences of the CS-unplugged activities in developing problem solving skills of preschool children. The participants were 11 children (4-5 aged) enrolled in a public preschool and Code.org activities were used as an instructional package. Activity evaluation form and interviews were used to understand children's…

Computational thinking (CT) is a multidimensional term that encompasses a wide variety of problem-solving skills related to the field of computer science. Unfortunately, standardized, valid, and reliable methods to assess CT skills in preschool children are lacking, compromising the reliability of the results reported in CT interventions. To…

The aim of this study was to investigate individual differences in mathematical problem-solving among 3- to 5-year-old children (N = 328; n[subscript 3-year-olds] = 115, n[subscript 4-year-olds] = 167, n[subscript 5-year-olds] = 46). First, we examined the extent to which children in this age group were able to solve open and closed non-routine…

Reading aloud to young children can positively impact their social and emotional development during preschool. However, further exploration is needed to determine how drama-based read-alouds (DBRAs) could enhance these benefits. In this sense, this study examined the effects of the DBRA intervention on preschoolers' social understanding, social…

This study addresses the critical issue of mathematical underperformance among preschoolers in Yopal Casanare, Colombia, through the perspective of an action research project. It focuses on the design and implementation of a didactic unit aimed at promoting numerical thinking, specifically seriation and structured counting, in preschool students.…

Although research has demonstrated that introducing computational thinking (CT) benefits young children, there has been a lack of systematic professional development (PD) opportunities for preschool teachers. The current study investigated the impact of Teaching through Interaction-Plus (TTI-P) on preschool teachers' self-efficacy in teaching CT…