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This article examines the pedagogical potential of problem-based play tasks for fostering curiosity in children aged 5–6. It aims to identify conditions that encourage children to ask questions, make predictions, test ideas and explain their solutions. A qualitative analysis of curriculum and research sources informs a proposed sequence for organising play tasks. Activity examples and observational indicators are presented. No empirical study was conducted; the recommendations are theoretical and methodological proposals that require evaluation in preschool settings.
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Gulruh et al. (2026) studied this question.
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