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<p>Cooperative and play-based learning are widely recognized as effective preschool pedagogical approaches that support preschoolers’ development. This study examined how both approaches influence preschoolers’ social and problem-solving skills. A cross-sectional study included 150 teachers and 150 parents from Arba Minch, Ethiopia. To assess the impact of these learning methods on social and problem-solving outcomes, the Cooperative Learning Measurement Scale, the Playfulness Questionnaire, the Social Skills Scale, and the Problem-Solving Skills Scales were used. The findings revealed that both cooperative and play-based learning significantly predicted preschoolers’ social and problem-solving skills. Additionally, teachers perceived preschoolers’ social skills development more positively than parents did in these pedagogical approaches. Building on this, the study concludes by discussing how these findings can inform early childhood development and education policies, as well as practical interventions for better child outcomes.</p>

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The role of cooperative and play based learning in developing social and problem solving skills among preschool children

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月8日

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  • Yohannes Tigro Tilbe,
  • Geleta Bariso

摘要

Cooperative and play-based learning are widely recognized as effective preschool pedagogical approaches that support preschoolers’ development. This study examined how both approaches influence preschoolers’ social and problem-solving skills. A cross-sectional study included 150 teachers and 150 parents from Arba Minch, Ethiopia. To assess the impact of these learning methods on social and problem-solving outcomes, the Cooperative Learning Measurement Scale, the Playfulness Questionnaire, the Social Skills Scale, and the Problem-Solving Skills Scales were used. The findings revealed that both cooperative and play-based learning significantly predicted preschoolers’ social and problem-solving skills. Additionally, teachers perceived preschoolers’ social skills development more positively than parents did in these pedagogical approaches. Building on this, the study concludes by discussing how these findings can inform early childhood development and education policies, as well as practical interventions for better child outcomes.