Connecting game design with problem posing skills in early childhood

Abstract

Abstract This paper presents a teaching experiment with preschoolers, considering games as means for presenting problem‐based situations and focusing on the development of game design in connection to problem posing skills. The study was conducted in a focus group of eighteen 5–6‐year‐old students who participated in game design sessions, compared to a control group of students of the same age, who did not participate in any game design interventions. An experimental design research methodology was applied, where their skills, both in game design and in problem posing, were examined by a pretest and posttest. The findings suggest that the development of game design skills with the support of appropriate organized teaching interventions can also have a positive impact on the development of problem posing skills.

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