The Role of Educators in Encouraging Problem-Solving Skills in Early Childhood
DOI:
https://doi.org/10.66291/qr-ece.v1i4.172Keywords:
The Role of Educators, Problem Solving Skills, Early ChildhoodAbstract
Background/purpose. Problem-solving is a foundational early childhood competency, yet the specific ways educators cultivate this capacity remain fragmented across contemporary theoretical and empirical traditions. This review examines how early childhood educators support problem-solving skills among children aged approximately three to six years. Materials/methods. The article uses a conceptual narrative literature review, synthesizing sociocultural, constructivist, play-based, STEM/STEAM, digital-learning, and cognitive-developmental perspectives with empirical studies and reviews published between 2015 and 2025. Results. The synthesis identifies six interrelated educator roles: scaffolder, facilitator of guided play, intentional questioner, designer of the learning environment, supporter of executive function, and mediator of technology-enhanced problem solving. Evidence indicates that adult mediation, rather than play materials or technology alone, determines whether problem-solving experiences produce developmental gains. Conclusion. Sustained, context-responsive professional development and classroom cultures that tolerate productive struggle are essential for strengthening educators' capacity to nurture children's problem-solving dispositions.
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