Characterizing social problem-solving skills in STEAM activities among preschool children enacting different social positions

Abstract

Social problem-solving (SPS) skills are necessary competencies to generate effective coping strategies for specific problematic situations within preschool Science, Technology, Engineering, Arts & Mathematics (STEAM) activities. Successful social problem-solving requires an effective social interaction network. Although studies have shown that children's position in social networks tends to influence their learning behavior, few studies have examined the relation of SPS skills from the perspective of social position. Thus, in this study, we explored how social position influences the characteristics and evolution of SPS skills across the creation, growth, and maturity stages of early childhood STEAM activities. A social network analysis was conducted utilizing communication data obtained from 400 observational records of 26 children to determine their core-periphery position within the peer interaction networks. Through epistemic network analysis (ENA) and statistical analysis, the characteristics and evolution of SPS skills in the core group and the periphery group were examined. Results showed that the core and peripheral groups’ characteristics of SPS skills had a significantly different frequency distribution in the represent and formulate (RF) and the plan and execute (PE) elements. Further characterizing the SPS skills of the core and peripheral groups, ENA indicated that the core group had more connections among represent and formulate (RF), plan and execute (PE), and monitor and reflect (MR), while the peripheral group had more associations with explore and understand (EU) and plan and execute (PE). Moreover, this study revealed significant development in the core group's SPS skills in the maturity stage with enhanced connections. In contrast, the peripheral group showed little progress in the maturity stage, with variable connections between skill elements. As for evolution, the core group's SPS skills showed significant evolution in the connectivity with represent and formulate (RF) in the maturity stage compared to the creation stage, while the peripheral group showed a certain growth trend in the connectivity with monitor and reflect (MR). This study provides insights which clarify how individual differences (i.e., social position) impact children's SPS skills. These findings suggest that educators need to create a more balanced and effective learning environment that supports the diverse needs of all students, fosters their SPS skills, and enhances their overall STEAM experience.