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Research Summary: Constructive play as a mechanism for developing cognitive interest in older preschool children (ages 4–5): a quasi-experimental study
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 3 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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.
Why it matters
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.
Key insights
- The study explores the specific role of constructive play in developing stable cognitive interest from situational curiosity in older preschool children (ages 4-5).
- A quasi-experimental design was employed, involving 180 children divided into experimental and control groups.
- Diagnostic tools included teacher rating scales for cognitive interest, learning-behavioral engagement, and executive regulation.
- Baseline assessments revealed that the cognitive interest among the children was primarily situational.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1929732
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- Verification ID
- ASA-EXE-2026-01114
- Version
- v1.0 · r0
- Issued
- 3 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Constructive play as a mechanism for developing cognitive interest in older preschool children (ages 4–5): a quasi-experimental study
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.