Play-Based Scaffolding as a Tool for Developing Problem-Solving Thinking in Preschool Children: A Pedagogical Perspective

The development of problem-solving thinking in early childhood constitutes a pivotal objective of modern preschool pedagogy. While prior research has extensively examined creative and innovative thinking formation through structured activities, comparatively little attention has been devoted to the systematic use of play-based scaffolding as a distinct pedagogical mechanism for cultivating problem-solving cognition. The present study investigates the pedagogical potential of play-based scaffolding interventions in fostering children's capacity to identify, analyse, and resolve cognitive challenges within naturalistic early learning environments. Drawing on an empirical study conducted with 68 preschool-age children (ages 5–6) in Qo'qon, Uzbekistan, the research employed a quasi-experimental design with pre- and post-intervention assessment. Results demonstrated statistically significant improvements in problem-identification accuracy, solution flexibility, and metacognitive monitoring among children exposed to structured scaffolded play sequences, compared with control group peers engaged in conventional activity-based instruction. Findings underscore the necessity of embedding intentional scaffolding frameworks within play environments as a theoretically grounded, practically accessible approach to early cognitive development.