Could pre-schoolers become “good” problem solvers?
Résumé
The aim of this study is to investigate how a teaching intervention that familiarizes pre-schoolers in
the four-steps process of problem solving improves their problem-solving skills. The problemsolving skills of 20 pre-school children, attending a public kindergarten, were assessed before and after
the intervention by task-based interviews on three problems. Results indicates that preschool children
can advance their skills and become better problem solvers when they get familiar with PS’s four-steps
process of better understanding a problem, devising a solution plan, carrying out the plan, and
checking the outcome, while working with their peers on challenging problems.
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