Development Of Cognitive Skills Research Articles

Development of methodological recommendations for teaching physics based on the development of spatial imagination

Relevance. In modern education, much attention is paid to the development of critical thinking and cognitive skills of students, including the ability to spatial reasoning. This is important for the successful mastery of subjects, especially physics, where understanding of three-dimensional objects and phenomena is of key importance.Purpose. The purpose of this study is to create a methodology for teaching physics with an emphasis on the development of students� spatial imaginations. To test the effectiveness of the developed methodology, an experiment was conducted to assess the level of spatial imagination development of the participating students and to compare the results before and after the application of the methodology.Methodology. One of the key methods developed by the study is the use of visualizations and three-dimensional models in the learning process.Results. The main results of this study are related to the development of methodological recommendations for teaching physics based on the active development of students� spatial imaginations. This allows students to better understand abstract physical concepts, such as the structure of an atom or vector operations, through visual images. The study also identified effective techniques for developing students� spatial abilities. These include the inclusion of three-dimensional puzzle elements in assignments or solving problems involving the construction of spatial models, which helps students to better understand the geometric relationships and interactions of bodies in space. In addition, the importance of using interactive teaching methods, such as conducting virtual experiments or discussing three-dimensional simulations, was identified as contributing to a deeper understanding of the material.Conclusions. The practical significance of this study is to provide a specific methodology for physics teachers, which will optimize the learning process, increase students� understanding of the theory and develop their spatial imagination more effectively.

Исследования и опыт преподавания предмета «шахматы» в системе образования Республики Армения

<p>In this article, are considered the achievements and problems of the innovative educational project "Chess" implemented by Armenian State Pedagogical University named after Khachatur Abovyan in secondary schools. The purpose of the study: to identify the mechanisms of research and pedagogical interaction, as well as to analyze and summarize the results of many years of research of psychological and pedagogical support of the educational course "Chess in elementary school". The main research methods were the analysis and synthesis of the conducted studies, as well as the generalization of previously done empirical studies. Various empirical methods and methodological developments were applied: sociological survey, structured interview methods, focus group method, document content analysis, questionnaire method, testing, contextual questionnaires, projective drawing techniques, etc. The results of the research made it possible to correlate the educational results of the university subject "Theory and Practice of Teaching Chess" with the characteristics of qualifications in the specialty "Pedagogy" in the general educational standards for the subject "Chess". Accordingly, the methodological component was revised, providing educational results in the subject, which made it possible to ensure the diversity and expediency of the chosen teaching methods. Research results were taken into account, indicating the need to integrate chess with mathematics and other subjects, since chess have high potential for the development of such cognitive processes and skills of the 21st century as: decision making, critical thinking, cooperation and creative thinking is high. We determined the main provisions of the correlations between the research and educational activities of the university and educational institutions, and revealed the mechanisms of this interaction.</p>

The effect of problem-based learning on cognitive skills in solving geometric construction problems: a case study in Kazakhstan

IntroductionThis study aims to investigate the impact of a Problem-Based Learning (PBL) course on cognitive skills (i.e., Critical Thinking, Problem-Solving, Logical Reasoning, Creativity, and Decision-Making) in the context of solving geometric construction problems.MethodsThe research utilized a quasi-experimental design involving a control group and an experimental group to assess the effects of the PBL intervention. Cognitive skills were measured using a custom-designed questionnaire. Additionally, Structural Equation Modeling (SEM) was employed in a subsequent phase to scrutinize the causal interrelationships among these cognitive skills.ResultsIn the initial phase, the findings revealed that the PBL intervention had a statistically significant positive impact on problem-solving and creativity skills. However, the effects on critical thinking, logical reasoning, and decision-making skills did not reach statistical significance. In the subsequent phase employing SEM, the analysis demonstrated significant positive relationships, particularly between critical thinking and problem-solving, critical thinking and logical reasoning, logical reasoning and problem-solving, and logical reasoning and creativity. Notably, creativity also exhibited a significant positive effect on problem-solving.DiscussionThis study underscores the nuanced impact of PBL on different cognitive skills, with clear enhancements observed in problem-solving and creativity. However, the study suggests that the effects may not be uniform across all cognitive skills. These findings offer valuable insights for educators and curriculum designers, emphasizing the need for tailored approaches when integrating PBL to foster cognitive skill development.

Voices from PE Professionals in Mindanao: Expectations Underlying Quality Physical Education Development

The Republic of the Philippines has been striving for quality physical education (PE). The country’s 2016 PE curriculum framework sought to optimise the promotion of active lifestyles, habitual behaviour in physical activities, and competency in physical development. This study explored the gap between PE professionals’ expectations and the reality of quality physical education (QPE) in Mindanao. The ‘Global Index of Quality Physical Education (GIQPE)’ survey was adopted to explore the practice of PE in schools from the perspectives of local PE teachers and professionals for PE curriculum development. Discussing whether their understanding of QPE is consistent with policies may help identify the barriers to local PE development. This research involved 558 participants from six cities of Mindanao to assess the eight dimensions of QPE development: skill development and bodily awareness, facilities and norms in PE, quality teaching of PE, social norms and cultural practice, governmental input for PE, cognitive skill development, and habituated behavior in physical activities. There was no statistically significant difference in QPE perceptions among the sexes, work experience, and positions. Differences appeared in all dimensions between the cities, with Marawi City achieving the lowest score. Sustainable peace against conflicts, sufficient national and local educational budget allocation, and efficient governance of local governments seem crucial to advancing QPE in Mindanao. A thorough investigation of PE in the country and a comparison of its development across the three major islands of the Philippines is recommended to help establish a culturally nuanced approach to QPE development.

The Role of Musicals in Music Education for Children with Hearing Impairment

This paper explores the multifaceted role of musicals in the music education of children with hearing impairments, providing a comprehensive theoretical and practical analytical framework that integrates perspectives from education, psychology, musicology, and linguistics. Initially, the paper outlines the general impact of music education on child development, with a special focus on the unique educational needs of children with hearing impairments. It then delves into a multidisciplinary exploration of how musicals can foster the development of cognitive, psychological, social, and linguistic skills in these children. Through specific case studies, this paper demonstrates the effective application of musicals in actual teaching, while also assessing the practical value of various teaching methods and strategies. Finally, the paper discusses the challenges and future opportunities in musical education, offering insights into future research directions. This study aims to provide deep insights into the field of music education for children with hearing impairments and to guide future educational practices and research.

Description of a patient with developmental delay and dysmorphic features caused by a novel SHANK2 deletion

BackgroundThe SHANK gene, located on chromosome 11q13.3-q13.4, encodes the SHANK2 protein with a function in neuronal synapses. An error in coding can alter the development of typical cognitive, linguistic and social skills. However, its alteration produces a phenotype that has yet to be fully defined.Case presentationWe present the case of a patient diagnosed with a deletion in the SHANK2 gene as an infant and its subsequent evolution, including a description and iconography of the phenotype. Similar copy number variations (CNVs) are described in the literature, but none with the length of our patient's copy number.ConclusionsThis work broadens the phenotypic and genotypic spectrum associated with the SHANK2 gene, which promotes the genetic diagnosis of the disease.

Early exposure to air pollution and cognitive development later in life: Evidence from China

This paper studies the relationship between prenatal exposure to air pollution and youth cognitive skill development in China. This study combines the city-level air pollution data compiled by the World Bank with the Chinese Household Income Project. A one-milligram decrease in prenatal exposure to total suspended particulates is associated with an increase of 6.16 standard deviations in literature scores and 3.95 standard deviations in math scores for children aged between 6 and 19. A one-milligram decrease in both prenatal and postnatal air pollution exposure is associated with an increase of 6.41 standard deviations in literature scores and 4.21 standard deviations in math scores. Prenatal air pollution exposure has a persistent detrimental effect on children's health, which in turn negatively affects their academic performance. These findings provide additional evidence supporting the “fetal origins” hypothesis, which predicts early shocks in utero affect the outcomes later in life.

The Game of Go as a Support in the Development of Cognitive Skills

Go is a strategy game of oriental origin that has spread to many countries. With an antiquity of more than 2 ,500 years, its influence has expanded to Mexico, where it is currently practiced by people of all ages, without distinction of gender. Information on the web and studies indicate that practicing Go can influence the strengthening of cognitive skills of the people who play it. Therefore, the interest in this project is focused on studying the influence of the game Go on the development and strengthening of cognitive skills in people who play it in Mexico City and the metropolitan area, based on the evaluation and comparison of two groups: a group of 22 people who play Go and a group of 22 people who do not. The study was carried out in June 2023. Four cognitive skills were chosen for evaluation: reasoning, creativity, mathematical ability, and emotional intelligence. The evaluations consisted of exercises designated by school levels: primary, secondary, and high school and beyond. The data obtained was compiled into a table to create comparative graphs. The interpretation of the results revealed that the group that played Go obtained higher percentages in the evaluation of cognitive abilities, with mathematical ability showing the most significant improvement.

Training in basic gastrointestinal endoscopic procedures: a European Society of Gastrointestinal Endoscopy (ESGE) and European Society of Gastroenterology and Endoscopy Nurses and Associates (ESGENA) Position Statement.

This ESGE Position Statement provides structured and evidence-based guidance on the essential requirements and processes involved in training in basic gastrointestinal (GI) endoscopic procedures. The document outlines definitions; competencies required, and means to their assessment and maintenance; the structure and requirements of training programs; patient safety and medicolegal issues. 1: ESGE and ESGENA define basic endoscopic procedures as those procedures that are commonly indicated, generally accessible, and expected to be mastered (technically and cognitively) by the end of any core training program in gastrointestinal endoscopy. 2: ESGE and ESGENA consider the following as basic endoscopic procedures: diagnostic upper and lower GI endoscopy, as well as a limited range of interventions such as: tissue acquisition via cold biopsy forceps, polypectomy for lesions ≤ 10 mm, hemostasis techniques, enteral feeding tube placement, foreign body retrieval, dilation of simple esophageal strictures, and India ink tattooing of lesion location. 3: ESGE and ESGENA recommend that training in GI endoscopy should be subject to stringent formal requirements that ensure all ESGE key performance indicators (KPIs) are met. 4: Training in basic endoscopic procedures is a complex process and includes the development and acquisition of cognitive, technical/motor, and integrative skills. Therefore, ESGE and ESGENA recommend the use of validated tools to track the development of skills and assess competence. 5: ESGE and ESGENA recommend incorporating a multimodal approach to evaluating competence in basic GI endoscopic procedures, including procedural thresholds and the measurement and documentation of established ESGE KPIs. 7: ESGE and ESGENA recommend the continuous monitoring of ESGE KPIs during GI endoscopy training to ensure the trainee's maintenance of competence. 9: ESGE and ESGENA recommend that GI endoscopy training units fulfil the ESGE KPIs for endoscopy units and, furthermore, be capable of providing the dedicated personnel, infrastructure, and sufficient case volume required for successful training within a structured training program. 10: ESGE and ESGENA recommend that trainers in basic GI endoscopic procedures should be endoscopists with formal educational training in the teaching of endoscopy, which allows them to successfully and safely teach trainees.

Effectiveness of constructivist e-learning module in General Biology

With the need for improved learning materials for General Biology becoming increasingly evident, this study developed a constructivist e-learning module and evaluated its effectiveness for teaching senior high school STEM students. The module, anchored in the 5E Instructional Model (engage, explore, explain, elaborate, and evaluate), was implemented in a blended instruction setting for 81 senior high school STEM students. This module distinguishes itself from traditional e-learning modules by emphasizing student-centered learning and experiential engagement through hands-on activities, problem-solving, and peer collaboration. Pretest and posttest were used to assess content mastery and cognitive skills performance. Mean, standard deviation, and paired t-test were used to describe the scores and significant differences between the scores. The posttest scores revealed a significant increase in both content mastery and cognitive skills performance. The constructivist e-learning module effectively enhances student engagement, content mastery, and cognitive skills development while aligning with curriculum of Philippine Department of Education (DepEd) and can be seamlessly integrated into existing classrooms.

Parental care and cognitive skill development in early childhood

ABSTRACT This paper looks at the relationship between child care choices and children’s cognitive skills at an early age. The care choices include parental care, center care, relative care and non-relative care. I use children’s motor and mental scores at 9 months as a baseline control for their innate ability and their reading and maths scores in kindergarten as outcome measures of cognitive development. My estimates show that non-parental care is related to better scores for children from less-educated households. Further analysis on some parenting activity and parenting style measures shows that reading to children more frequently and a healthy parenting approach have the potential to reduce the parental and non-parental care gap.

Guideline of Football Promotion on Mental Health of Youth Aged 7-12 in Guangdong Province

Background and Aim: Regular sports contribute positively to mental health by alleviating depression, reducing stress, and triggering neurochemicals that boost self-confidence and self-esteem. This study aims to establish football promotion guidelines to enhance the mental well-being of 7-12-year-olds in Guangdong, China. Methods: Through semi-structured interviews, 20 experts were engaged to gather data on the effects of football promotion. Rigorous piloting ensured the credibility of the research instruments. Results: Football promotion significantly improved the mental health of 7–12-year-olds, fostering physical fitness, stress reduction, heightened self-esteem, and the development of cognitive and social skills. Key success factors encompass robust family support, well-designed school programs, accessible community facilities, and effective club development. Conclusions: This study emphasizes the compelling need to prioritize mental health in youth sports through educational and policy interventions. Collaborative efforts between sports and mental health experts are crucial. Equipping coaches to facilitate mental well-being is of paramount importance. Involving parents through targeted resources and communication is recommended. Adopting a holistic approach that comprehensively addresses emotional, social, and cognitive dimensions is essential for a well-rounded youth development strategy.

Effectiveness of Educational Games in Improving Students' Cognitive and Social Skills

Cognitive ability is an inner skill that uses the brain that is needed to perform tasks or anything that is simple to the most complex tasks. Games in education for students will help them develop the ability of cognitive structures in themselves, with the development of cognitive skills, students will also foster social attitudes in themselves and will help them socialize in society. The purpose of this study is to examine the effectiveness of educational games in improving students' cognitive and social skills. This research was conducted to understand that educational games can improve students' cognitive skills and can also develop students' social attitudes, while this research will also illustrate whether these educational games can be applied to all levels of education in schools. The method used in this study is a quantitative method in which in this case, the data collection used is by means of a questionnaire, with the correlation method to be applied through SPSS statistical software. Respondents involved in this study are students who are currently studying elementary school education and the results of the preparation of students who are used as assessment materials. The results obtained from this study explain that the effectiveness of educational games in improving students' cognitive and social skills has a good impact on students who are taking elementary school education, educators can also find out the effectiveness of educational games in improving students' cognitive and social skills. The conclusion obtained from this research outlines the effectiveness of educational games in improving the cognitive and social skills of students who are still studying in elementary school. With educational games can also find out the cognitive skills possessed by students and can also find out their attitudes in their social environment. Educational games can also develop students' cognitive and social attitudes.

Using Descriptive Logic in Intelligent Educational Systems

The purpose of the article is to study and solve the problems of using the basic principles of the modern formalism of descriptive (terminological) logic in intelligent learning systems that use knowledge bases of educational content. The research methods are the main methodological approaches and technological tools for the development of intelligent learning systems. In particular, systemic and comparative analyses to identify the features of intelligent learning systems, the method of expert evaluation, which involves the analysis of literature and information resources, interviews and surveys of experts in the field of information technology and mathematical logic, as well as the process of developing and testing an intelligent system. The scientific novelty of the study is the development of a system for obtaining expert knowledge for an intelligent system that combines the formation of an expert knowledge base, and the formalism for representing which is descriptive logic. The proposed approach of formalized knowledge representation using descriptive logic can be used in the development of authors’ intelligent learning systems in the field of online education and cognitive skills development. Conclusions. The scope of application of descriptive logic in intelligent systems is constantly expanding, increasing the capabilities of these systems to formally derive new knowledge, including in conditions of incomplete certainty. Descriptive logic, used in intelligent learning systems, provides ample opportunities for building a conclusion (i.e., forming an answer), in particular in situations such as forming and answering various types of queries to the system’s knowledge base (e.g., fully defined and clearly formulated, incompletely defined and vaguely formulated, completely vague, incompletely defined and clearly formulated, completely vague, completely vague and vaguely formulated), helping to specify the query. To do this, it is necessary to formulate a rigorous number system (to build an axiomatic theory). Thus, as a means of solving semantic and logical problems, descriptive logic has become a unique and powerful mechanism for representing knowledge. The successful use of descriptive logic in the author’s intelligent educational system will ensure the improvement of the quality of the educational process; monitoring of the learning process and control of its results; will facilitate the integration of this system into many modern information educational systems; will provide various consultations, advice, interpretations, explanations regarding the educational content or educational process, as well as a wide range of topics of educational content and tests of different levels.

Does Unsatisfactory Subjective Well‐Being of School Children Decrease their Cognitive Skill Development?*

This study examines the heterogeneous effect of subjective well‐being on the cognitive development of school‐age children in developing countries based on the Young Lives Longitudinal Survey. A fixed‐effects specification, an instrumental variable approach with parental subjective well‐being as the instrument, and quantile IV estimations show that low subjective well‐being leads to a 2–3 month developmental delay. The effect is heterogeneous across the cognitive development distribution, appearing stronger for the lower part of the distribution and weakening at the top end. Additionally, the precise shape of this gradient differs between genders, locations, and school types.

2 Associations Between Motor Functioning and Intellectual Abilities in Pediatric Arterial Ischemic Stroke

Objective:Motor impairments are one of the most common adverse outcomes after pediatric arterial ischemic stroke (AIS), affecting approximately half of survivors. The development of motor and cognitive skills is closely interrelated, and they share common neural substrates. The objective of this study was to examine whether motor functioning after the acute phase of stroke is associated with school-age intellectual abilities. We also examined associations between concurrent motor functioning and intellectual abilities. Finally, we explored clinical features associated with motor impairments.Participants and Methods:Participants were 64 children, 34 childhood AIS (Meanage= 11.90[2.38]); 30 perinatal AIS (Meanage= 8.75[2.22]), from the Children’s Stroke Program at SickKids Hospital. Motor functioning was assessed with the Pediatric Stroke Outcome Measure sensorimotor subscale at two timepoints, Time 1 or early recovery (childhood group between 30 days post-stroke to 1 year; perinatal group between 2-5 years of age) and Time 2, closest to neuropsychological testing. Intellectual abilities were measured using the Wechsler Intelligence Scale for Children 4th or 5th edition. Associations between motor and intellectual functioning were examined separately in childhood and perinatal AIS groups. Clinical features associated with motor impairment were examined across the full sample.Results:Motor functioning during early recovery was significantly associated with processing speed (r= -.391, p= .036) in the perinatal group and with overall intellectual functioning (r= -.414, p= .018) verbal intellectual abilities (r= -.444, p= .011), working memory (r= .393, p= .026), and processing speed (r= -.351, p= .042) in the childhood group. There were no associations between concurrent motor and intellectual functioning in the perinatal group, and only with processing speed (r= -.525, p= .002) in the childhood group. When motor functioning was dichotomized as no/mild motor deficit and moderate/severe motor deficit at Time 1, children in the perinatal group with moderate/severe motor deficit had significantly lower perceptual reasoning scores (f[28]= 2.15, p= .040) and participants in the childhood group with moderate/severe motor deficit had significantly lower perceptual reasoning (f[32]= 2.35, p= .025) and processing speed (f[32]= 2.14, p= 0.41) scores. There were no differences between no/mild and moderate/severe motor deficit groups for either perinatal or childhood AIS at Time 2. Clinical features associated with moderate/severe motor deficit at Time 1 were cortical+subcortical infarcts, large lesions, presenting with hemiparesis and seizures at time of neuropsychological assessment, and accessing occupational therapy and physical therapy.Conclusions:Results suggest that motor functioning during early stroke recovery is associated with intellectual outcome, whereas motor functioning at time closest to neuropsychological assessment is not. This may be related neuroplastic changes post-injury, likely in frontal-subcortical connections, that result in observable motor deficits after stroke and affect subsequent hierarchal brain maturational processes thereby impacting later cognitive outcome. Different patterns of associations between motor functioning and specific intellectual abilities in perinatal and childhood groups suggest possible age-mediated effects on this relationship.

Problem-based Learning Activities as a Promotion of Local Cultural Awareness in A1 English Students

There is a tendency in language courses to use textbooks which focus mainly on anglophone cultures. As a consequence, learners are more exposed to foreign cultures rather than to their own, and they have a few chances to explore and reflect on their own culture. It was evident in a syllabus for an A1 course in a Teaching English as a Foreign Language (TEFL) degree at a university in Bogotá. This article shows how problem-based activities were used to promote local cultural awareness. This action research study implemented focus groups, questionnaires, students’ artifacts, and teacher’s interviews. The results show that problem-based activities contribute to students' concept of culture, the development of thinking and cognitive skills, and the ability to apply problem-solving skills in local cultural contexts. It can be concluded that problem-solving activities encourage students to analyze and reflect on cultural aspects, develop skills for solving problems and improve their communicative competence.

Symposium 01: Neuropsychological Outcomes Following Pediatric Stroke: Research Trends and Advances

Summary Abstract:Stroke is an important cause of acquired brain injury in youth and a significant source of childhood disability. Up to 80% of survivors suffer long-term neurological deficits, including impairments across a range of neuropsychological domains. An improved understanding of neuropsychological outcomes is key to optimizing clinical care, improving evaluation of prognosis, and developing effective rehabilitation and intervention strategies. The proposed symposium will begin with a literature review on neuropsychological outcomes following pediatric stroke. Next, four studies will be presented, each posing distinct and complementary research questions regarding predictors of outcomes. The roles of both clinical (e.g., lesion size, motor impairment, inflammatory response) and environmental factors (e.g., socioeconomic status, family functioning) will be explored regarding cognitive, social-emotional, and behavioral outcomes. The symposium will end with a Q&A period.Attendees will leave with an in-depth understanding of recent trends and scientific advances in research on neuropsychological outcomes in pediatric stroke, which should inform clinical practice and research directions. The first presentation examines predictors of neuropsychological outcomes following pediatric stroke. Findings have often conflicted, and more research is needed to disentangle the effects of predictors on specific domains. Explored predictors include: age at stroke; stroke subtype (hemorrhagic vs. ischemic); lesion location; lesion size; time since stroke; neurologic severity; seizure disorder; and socioeconomic status. This study examines the impact of these predictors on distinct neuropsychological domains. The next presentation addresses associations between neuropsychological outcomes and motor functioning following pediatric stroke. The development of cognitive and motor skills is interrelated and they share common neural substrates. In other populations, motor functioning predicts intellectual ability, and brain connectivity underlies this association. This study investigates associations between motor functioning and global neuropsychological outcomes in children with stroke and explores clinical features associated with motor impairments. The third presentation explores mental health outcomes. Neuropsychological deficits can hinder academic advancement and social-emotional development and may place youth at increased risk for psychological concerns. An increased focus on mental health is warranted given that psychosocial and behavioral issues are often the most concerning problems for parents and teachers. This study uses a qualitative paradigm to shed light on lived experience of youth with stroke with a focus on mental health, relationships, and social competence. The fourth presentation consists of a systematic review exploring the association between inflammatory response and neuropsychological outcome. Stroke induces an inflammation in the central and peripheral nervous systems, and high levels of inflammatory markers following stroke have been associated with poorer cognitive outcomes. This study reviews the state of research on this topic with a focus on pro-inflammatory cytokines and c-reactive protein. The symposium topics covered lie at the heart of the INS mission to study brain-behavior relationships using a multidisciplinary lens, with an emphasis on sharing and applying scientific knowledge. The symposium seeks to inform professionals working with youth with stroke about cutting-edge research, clinically applicable and novel insights, and ideas for future research directions. In this way, our symposium contributes to evidence-based care and the advancement of research.

Beyond Teachers: Estimating Individual School Counselors’ Effects on Educational Attainment

Counselors are a common school resource for students navigating complicated and consequential education choices. I estimate counselors’ causal effects using quasi-random assignment policies in Massachusetts. Counselors vary substantially in their effectiveness at increasing high school graduation and college attendance, selectivity, and persistence. Counselor effects on educational attainment are similar in magnitude to teacher effects, but they flow through improved information and assistance more than cognitive or noncognitive skill development. Counselor effectiveness is most important for low-income and low-achieving students, so improving access to effective counseling may be a promising way to increase educational attainment and close socioeconomic gaps in education. (JEL H75, I21, I24, I28)

Penerapan Permainan Puzzle Untuk Perkembangan Emosi Kognitif Dan Kemampuan Motorik Halus Pada Anak

Introduction: Early childhood education is a coaching effort for children aged birth up to six years. This is done by providing educational stimulation from an early age in order to optimize the growth and development of children so that they are ready to continue to the next level of education. At that age, children must be given a stimulus for maximum and optimal development in both motor, cognitive and social-emotional development. Objective: The purpose of this community service is to find out the effectiveness of puzzle games on the development of emotional, cognitive and fine motor skills in children at Kenanga 2 Early Childhood Education in Banjar City. Method: As an effort to determine the effectiveness of the application of puzzle games in an effort to improve emotional, cognitive and fine motoric development in children in Kenanga 2 Early Childhood Education Kota Banjar with a total of 16 respondents using observational research methods with puzzle game media. The 16 respondents were divided into 4 groups, with each group being given 40 minutes to complete the puzzle. Result: The results of the observations made showed that 11 children had good emotions (68.75%) and 5 people (31.25%) had emotional problems, 1 person (6.25%) had cognitive problems and 15 people (93.75%) had cognitive abilities good fine motor. Conclusion: This community service has a positive value for the students of Banjar City Kenanga 2 Early Childhood Education. This can be seen from the enthusiasm and activeness of the audience or participants in carrying out puzzle game activities and the results of observations made have a good value on emotional, cognitive status and on fine motor skills in children.