Cognitive development analysis of 3-year-old children in the aspect of simple problem-solving
DOI:
https://doi.org/10.26555/jecce.v9i1.15513Keywords:
cognitive development, early childhood, simple problem-solving, observation, concrete mediaAbstract
Simpel problem-solving, such as finding a way to complete a task with familiar objects, is an early cognitive skill that supports children’s later reasoning and independence in learning. This study aims to analyze the cognitive development of 3-year-old children in the aspect of simple problem-solving through recognition of colors and objects. The study employed a qualitative approach with a case study design, involving two children in the Playgroup class who were directly observed during play activities and interactions with the teacher. Data were collected through direct observation during play activities and learning sessions, using an observation guideline based on three indicators of cognitive development: recognizing problems, attempting solutions, and completing simple tasks. The data were analyzed descriptively through data reduction, data display, and conclusion drawing. Based on these indicators, the findings showed two different patterns: one child more often expressed understanding verbally, whereas the other more often demonstrated it by observing others and acting directly on the materials. During block play activities, both children were able to complete tasks using different strategies, either through direct exploration or social observation. The study highlights that simple problem-solving can develop through different pathways according to each child’s character, and concrete media such as colors and objects are effective for cognitive stimulation. These findings emphasize the importance for teachers to recognize children’s characters and apply adaptive, inclusive, and individualized learning approaches.
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