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Can object exploration or explanation-generation facilitate innovative problem-solving in 5-7-year-olds?

Darcy Neilson1, Nicola Cutting1, Emma C Tecwyn1

  • 1School of Education, Language & Psychology, York St John University, United Kingdom of Great Britain and Northern Ireland.

Acta Psychologica
|February 7, 2026
PubMed
Summary

Encouraging young children to explore or explain did not improve their problem-solving skills. Self-directed engagement with materials, not prompted explanations, was key to success in innovative physical problem-solving tasks.

Keywords:
Cognitive developmentExplanationExplorationInnovationProblem-solvingTool-use

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Area of Science:

  • Cognitive Development
  • Child Psychology
  • Problem-Solving Research

Background:

  • Children under 8 years old often struggle with independent innovation for physical problems.
  • Understanding factors that support early problem-solving skills is crucial for educational and developmental interventions.

Purpose of the Study:

  • To investigate if encouraging exploration or explanation enhances innovative problem-solving in 5-7-year-old children.
  • To compare the effectiveness of 'Explore' and 'Explain' conditions against a baseline for problem-solving tasks.

Main Methods:

  • 83 children (5-7 years old) were assigned to 'Explore', 'Explain', or 'Baseline' conditions.
  • Pre-test involved exploring materials, generating explanations, or a filler task.
  • Test phase involved tasks requiring access to out-of-reach items (hook and water-displacement tasks).

Main Results:

  • No significant differences were found between conditions in task success rates, initial item use, or time to completion.
  • Exploratory analyses indicated object manipulation, independent discovery, and tool refinement correlated with success on the hook task.
  • Cognitive speech was associated with success on the hook task.

Conclusions:

  • Neither prompted exploration nor explanation significantly improved children's innovative problem-solving abilities in this study.
  • Self-directed engagement, including object manipulation and independent discovery, appears more beneficial for problem-solving success.
  • Future research should focus on fostering intrinsic motivation and self-directed learning in young children's problem-solving development.