The Relationship between Problem-Solving Skills and Memory Development in Preschool Children

Yasemin Aydoğan,Arzu Özyürek

doi:10.7596/taksad.v9i3.1988

Abstract

<p>The present study aimed to investigate the correlation between problem-solving and memory skills in preschool children. The study group included 122 4-6 years olf children attending pre-school education institutions. Random sampling method was used to determine the study participants. Data were collected with Problem-Solving Skills Scale (PSSS) and Memory Scale for Children (MSC). In data analysis, Pearson's correlation coefficient was used to determine the correlation between the scale scores. The t test and one-way analysis of variance (ANOVA) were used to determine the effect of gender of the children, parental age and educational status on problem solving and memory. The study findings demonstrated that there was a significant correlation between the PSSS and MSC subscale scores, and the problem-solving skills and memories of pre-school children were not affected by gender, school type, parental age and profession, and mother's educational status. There was a difference between memory scores of the children based on the father's educational status and no significant difference was determined in problem-solving skills.</p>

Highlights

Problem-solving, which is essential for achieving social goals and lifelong learning processes, is a skill that a child needs to develop starting from the early years of life
Bingham (2004) argued that the problem-solving process occurred in the following order: 1. Acknowledging the problem and the determination to deal with the problem, 2
Based on the hypothesis that problem-solving skills are closely related to memory, the present study was intended to examine the relationship between problemsolving skills and memory development of preschool children

Summary

Introduction

Problem-solving, which is essential for achieving social goals and lifelong learning processes, is a skill that a child needs to develop starting from the early years of life. There were no studies that compared cognitive problem-solving skills and memory development of preschool children. Based on the hypothesis that problem-solving skills are closely related to memory, the present study was intended to examine the relationship between problemsolving skills and memory development of preschool children.

Results

Conclusion