Constructive play as a mechanism for developing cognitive interest in older preschool children (ages 4: 5): a quasi-experimental study

A quasi-experimental study investigated the efficacy of a structured constructive-play program in fostering cognitive interest among 4-5 year-old preschool children. The research aimed to address a gap in pedagogical understanding regarding how constructive play transitions situational curiosity into stable cognitive interest. The study involved 180 children, split into experimental and control groups, and utilized teacher rating scales for cognitive interest, learning-behavioral engagement, and executive regulation. Initial assessments indicated that cognitive interest was predominantly situational.

This research provides insights into the foundational development of cognitive interest, a crucial element for lifelong learning and problem-solving capabilities. Understanding effective pedagogical approaches for early childhood can inform broader educational strategies, enhancing human capital development from a young age.

The study explores the specific role of constructive play in developing stable cognitive interest from situational curiosity in older preschool children (ages 4-5).

Forward consideration, not a verified fact.