Abstract
ABSTRACT Kindergarten education is a fundamental building block in educating young learners and has long-term implications for educational outcomes and adulthood. Applying effective pedagogical and didactic approaches that support children’s overall development, including their cognitive development, is imperative. Interdisciplinarity positively affects children’s learning and cognitive development. However, this approach in Kuwait has received less attention, especially regarding the Science and Arts discipline in kindergartens. This descriptive study explored the effects of an interdisciplinary approach on the cognitive development of kindergarten children in Kuwait. The study sample comprised 17 participants aged 4 to 5 years from single kindergarten. Natural observations, drawings, and semi-structured interviews were used to collect data. The data was analyzed using a mixed methods design. The results indicate that the interdisciplinary approach effectively improved children’s cognitive development. Integrating the arts with science enhances children’s creativity, which fosters problem-solving skills. Additionally, encouraging children to explore scientific concepts from kindergarten effectively minimises future persistent misconceptions.
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