Digital Games and the Emergence of Problem Solving Processes: a Case Study with Preschool Children

Abstract

In this paper, we describe a study focusing on the problem solving processes preschool children display while playing a digital game. Through a qualitative methodology using observation, gameplay screen-capture, and semi-structured interviews as data collection instruments, in an early childhood education classroom, we found that the children displayed problem solving practices and approaches, such as problem analysis, selection of information, and assessment. Through this study we aim to contribute to the research and design of games for preschool children that go beyond the drill-and-practice games for the acquisition of content knowledge, to games supporting higher order cognitive skills, which are critical for the preschool age.