Young Children's Ability Research Articles

To promote the cultivation of mathematical thinking skills and strategies in games for the senior class of kindergarten children

With the advancement of quality education and an increase in research into preschool education, early childhood education is becoming more focused on individual physical and mental development, as well as the development of comprehensive quality education. Mathematical thinking ability represents a significant aspect of young children’s cognitive development. Given that young children’s brain development is not yet fixed, so their capacity for “plasticity” is considerable. The period between the ages of three and eight represents a critical phase in developing mathematical thinking ability in young children. Children undergo rapid growth in their mathematical understanding and reasoning abilities during this time. This paper will look at promoting the development of mathematical thinking and strategies in play for the senior class of kindergarten children, based on practice, in order to provide new strategies for preschool education. Through the research on the combination of games and mathematics education, we can provide better ideas and methods for the use of games in mathematics education, help the senior class of kindergarten children to develop their mathematical thinking skills, and help them to recognize, articulate, and generalize the quantitative relationships and spatial forms that exist in their daily lives so that they can be well-prepared for the next step of entering the primary school.

Strategies for Enhancing Young Children's Scientific Inquiry Skills

In recent years, with the continuous advancement of educational reform, the importance of scientific education in early childhood has become increasingly evident. Early childhood is a critical period for cognitive development and interest cultivation. Through scientific inquiry activities, young children’s cognitive development, problem-solving abilities, and curiosity about the surrounding world can be effectively promoted. However, the implementation of early childhood scientific inquiry education still faces numerous challenges, such as a lack of systematic theoretical guidance and insufficient strategies for improvement. This study aims to enhance the existing theoretical foundations of young children's scientific inquiry abilities and proposes specific strategies for improvement to foster the comprehensive development of children's scientific literacy.

The brain’s structural connectivity and pre-reading abilities in young children with prenatal alcohol exposure

Children with prenatal alcohol exposure (PAE) may develop a range of neurological and behavioral deficits, including reading and language disorders. Studying the brain’s structural connectivity and its relationship to pre-reading/reading skills in young children with PAE can help understand the roots of reading deficits associated with PAE. 363 diffusion MRI scans from 135 children (114 scans from 53 children with PAE) were collected between ages 3–7 years. Children completed NEPSY-II Phonological Processing and Speeded Naming to assess pre-reading skills at each scan. Structural brain network properties were assessed in 16 regions from both hemispheres using graph theory. Linear mixed models were used to account for repeated measures within participants. Children with PAE had significantly lower pre-reading scores than unexposed children, and significantly lower graph theory metrics across bilateral reading networks. Moreover, PAE significantly moderated the associations between Phonological Processing and global efficiency and nodal degree in the bilateral and left hemisphere reading networks, such that children with PAE had stronger associations than unexposed controls. No significant associations were found for Speeded Naming. Our results suggest that brain alterations may underlie early pre-reading difficulties in children with PAE.

신체도구를 활용한 유아 주도적 운동게임이 유아의 운동능력, 인지능력, 자아존중감에 미치는 영향

Objectives The purpose of this study is to analyze the effects of child-directed exercise games on infants’ motor skills, cognitive abilities, and self-esteem. Methods The subjects of this study were 30 people, 15 in the experimental group and 15 in the comparison group, and the average age was 62.83 months. The experimental and comparison groups were randomly assigned, and the children in the experimental group were given child-directed exercise games, and the children in the comparison group were given teacher-planned exercise games. To analyze the effect of the experimental treatment, data were collected through the ‘Children’s Motor Ability Scale’, ‘Children’s Cognitive Ability Testing Tool’, and ‘Children’s Self-Esteem Test’, and the collected data were analyzed using t-test. Results The study found that child-directed physical games utilizing physical tools were more effective in enhancing young children's cognitive abilities and self-esteem compared to teacher-planned physical game activities. Conclusions These study findings are expected to serve as valuable foundational data in providing guidelines for supporting children's physical activities within the context of child-centered educational curricula.

The Spiritual Education Value and Practical Approaches of Early Childhood Dance

Early childhood dance is an art activity for young children created according to the characteristics of their physical and mental development, which is characterized by intuitive image, sociality, and children's fantasy. It is characterized by intuitive image to show the form of all things for young children, which shows the knowledge of truth; young children shape their good character in the collective dance environment of cooperation and communication, which is for the sake of goodness; and young children experience the charm of dance art in the dance world of children's fantasy, which is for the sake of cultivating beauty. The truth, goodness and beauty it contains can nourish young children's hearts and promote the formation of positive psychological qualities in young children, which is an important way to educate young children. In this sense, educators should fully explore the value of early childhood dance according to the level of physical and mental development of young children, so as to achieve the dance wisdom - to promote the development of young children's cognitive ability, to dance ideology - to enhance the quality of young children's will, to dance and express their feelings. --Cultivate young children's positive emotions and feelings, nurture children's personality, and guide children's pro-social behavior. To realize dancing to nurture the heart and dancing to nurture people, and to promote the comprehensive and harmonious development of young children's body and mind.

Using Murojaah Wheel Media to Aid Qur'an Memorization in Young Children

The ability to read and memorize the Qur'an is crucial for young children, providing long-term benefits for their spiritual and cognitive growth. However, there is a growing concern about children’s decreasing engagement with the Qur'an due to the influence of modern distractions. This study addresses this gap by exploring the use of Murojaah wheel media as a tool to facilitate Qur'an memorization among children aged 4-5 years at As-Shoffah Early Childhood Education. The aim is to evaluate the effectiveness of this media in enhancing memorization skills. Using a quantitative ex-post facto design, the study involved 12 students selected through a saturated sampling technique. A questionnaire administered to teachers served as the primary instrument for data collection. Data were analyzed using simple linear regression with JASP software version 18.0. The results revealed a significant positive correlation between the use of the Murojaah wheel media and the students' ability to memorize the Qur'an (F=8.943, p=0.014). The novelty of this research lies in its focus on the application of interactive learning media in Islamic education for young children. Implications of these findings suggest that incorporating Murojaah wheel media in early childhood education can effectively support Qur'an memorization, providing a foundation for future Islamic learning. Further research on its application in various educational settings is recommended. Highlights: Murojaah wheel media significantly improves young children's ability to memorize the Qur'an. Integrating interactive learning media supports Islamic education from an early age. The study fills a knowledge gap in the application of innovative teaching methods in religious education. Keywords: Murojaah Wheel Media, Quran Memorization, Early Childhood, Islamic Education, Learning Tools

Every Newborn-Reach Up Early Education Intervention for All Children (EN-REACH)- a parent group intervention for school readiness in Bangladesh, Nepal, and Tanzania: study protocol for a cluster randomized controlled trial

BackgroundVulnerable children, including those with neuro-developmental delays and disabilities, often face barriers in accessing early primary education, thus hindering progress toward Sustainable Development Goal 4.2. Evidence-based interventions are essential to enhancing inclusivity and establishing sustainable implementation strategies to address this challenge. This study, Every Newborn—Reach up Early Education Intervention for All Children (EN-REACH), builds on the previous Every Newborn- Simplified Measurement Integrating Longitudinal Neurodevelopmental and Growth (EN-SMILING) observational cohort study. This paper provides the protocol for a cluster randomized controlled trial (cRCT) to evaluate the effectiveness of a parenting group intervention program for enhancing school readiness in Bangladesh, Nepal, and Tanzania, and an embedded process evaluation to inform scalability and feasibility.MethodsEN-REACH is a cRCT with at least 150 clusters to evaluate the impact of a parent training program led by trained parent-teacher facilitator pairs, focusing on children aged 4 ~ 6 years preparing for preschool. Approximately 500 participants from the EN-SMILING cohort at each site have been identified. A geographic information system will define ~ 50 clusters in each of the three countries, each with approximately ten parent–child dyads. Half the clusters will be randomly assigned to intervention and control groups. The primary outcome is “school readiness”, assessed using the Measuring Early Learning Quality and Outcomes tool. Secondary outcomes include Intelligence Quotient, child functioning, growth, visual, and hearing assessments. Data will be collected at baseline, and post-intervention data following implementation of the parent group intervention sessions over approximately 5 months. Quantitative data on coverage and quality care, combined with qualitative insights from children, caregivers, facilitators, and stakeholders’ perspectives, will be used to conduct a process evaluation applying the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. DiscussionThis protocol details a trial focused on enhancing school readiness and cognitive abilities in young children, inclusive of those with disabilities, aiming to bridge gap from home to early primary education. EN-REACH aims to provide insights into the effectiveness and acceptability of a co-designed disability-inclusive school readiness program in three countries, potentially impacting national and global policies for all children, including those with disabilities.Trial registrationThe trial was retrospectively registered on clinicaltrials.gov on 29 February 2024 (NCT06334627).

An Eye-Tracking Study on Six Early Social-Emotional Abilities in Children Aged 1 to 3 Years.

The experimental evaluation of young children's socio-emotional abilities is limited by the lack of existing specific measures to assess this population and by the relative difficulty for researchers to adapt measures designed for the general population. This study examined six early social-emotional abilities in 86 typically developing children aged 1 to 3 years using an eye-tracking-based experimental paradigm that combined visual preference tasks adapted from pre-existing infant studies. The aim of this study is to obtain developmental norms in six early social-emotional abilities in typical children aged 1 to 3 years that would be promising for an understanding of disorders of mental development. These developmental standards are essential to enable comparative assessments with children with atypical development, such as children with Profound Intellectual and Multiple Disabilities (PIMD). The participants had greater spontaneous visual preferences for biological (vs. non-biological) motion, socially salient (vs. non-social) stimuli, the eye (vs. mouth) area of emotional expressions, angry (vs. happy) faces, and objects of joint attention (vs. non-looked-at ones). Interestingly, although the prosocial (vs. antisocial) scene of the socio-moral task was preferred, both the helper and hinderer characters were equally gazed at. Finally, correlational analyses revealed that performance was neither related to participants' age nor to each other (dismissing the hypothesis of a common underpinning process). Our revised experimental paradigm is possible in infants aged 1 to 3 years and thus provides additional scientific proof on the direct assessment of these six socio-emotional abilities in this population.

Age-dependent predictors of effective reinforcement motor learning across childhood.

Across development, children must learn motor skills such as eating with a spoon and drawing with a crayon. Reinforcement learning, driven by success and failure, is fundamental to such sensorimotor learning. It typically requires a child to explore movement options along a continuum (grip location on a crayon) and learn from probabilistic rewards (whether the crayon draws or breaks). Here, we studied the development of reinforcement motor learning using online motor tasks to engage children aged 3 to 17 and adults (cross-sectional sample, N=385). Participants moved a cartoon penguin across a scene and were rewarded (animated cartoon clip) based on their final movement position. Learning followed a clear developmental trajectory when participants could choose to move anywhere along a continuum and the reward probability depended on final movement position. Learning was incomplete or absent in 3 to 8-year-olds and gradually improved to adult-like levels by adolescence. A reinforcement learning model fit to each participant identified three age-dependent factors underlying improvement: amount of exploration after a failed movement, learning rate, and level of motor noise. We predicted, and confirmed, that switching to discrete targets and deterministic reward would improve 3 to 8-year-olds' learning to adult-like levels by increasing exploration after failed movements. Overall, we show a robust developmental trajectory of reinforcement motor learning abilities under ecologically relevant conditions i.e., continuous movement options mapped to probabilistic reward. This learning appears to be limited by immature spatial processing and probabilistic reasoning abilities in young children and can be rescued by reducing the demands in these domains.

Characteristics of Joint Attention and Maternal Cues in Mother-Child Interactions for Toddlers with Cochlear Implants

Objectives: This study aimed to identify the differences in the establishment of joint attention between the cochlear implant (CI) group and the typical hearing (TH) group during mother-child interactions and to explore the relationship between the joint attention variables and language development abilities in young children with CIs. Methods: Thirteen pairs of hearing mothers and children with CIs and seventeen pairs of mothers and children with TH participated in this study. Their interactions during a 20-minute free-play task were recorded using digital cameras. Results: The frequency of joint attention attempts in the CI group was significantly higher than in the TH group. There was no significant difference between the two groups in the success rate of joint attention; however, there was a considerable difference in the time ratio of joint attention and joint attention span. Children’s language scores were significantly correlated with the success rate of joint attention, the time ratio of joint attention, and joint attention span in the CI group. Conclusion: We observed the mothers’ efforts to establish joint attention with their children with CIs. These results suggest that children with CIs are more likely to have less time for joint attention during parent-child interactions. These findings can inform the development of parent-coaching programs in early auditory intervention for children with CIs.

Neural Signature of Rhyming Ability During Story Listening in Preschool-Age Children.

Purpose: Rhyming is a phonological skill that typically emerges in the preschool-age range. Prosody/rhythm processing involves right-lateralized temporal cortex, yet the neural basis of rhyming ability in young children is unclear. The study objective was to use functional magnetic resonance imaging (fMRI) to quantify neural correlates of rhyming abilities in preschool-age children. Method: Healthy pre-kindergarten child-parent dyads were recruited for a study visit including MRI and the Preschool and Primary Inventory of Phonological Awareness (PIPA) rhyme subtest. MRI included an fMRI task where the child listened to a rhymed and unrhymed story without visual stimuli. fMRI data were processed using the CONN functional connectivity (FC) toolbox, with FC computed between 132 regions of interest (ROI) across the brain. Associations between PIPA score and FC during the rhymed versus unrhymed story were compared accounting for age, sex, and maternal education. Results: In total, 45 children completed MRI (age 54 ± 8 months, 37-63; 19M 26F). Median maternal education was college graduate. FC between ROIs in posterior default mode (imagery) and right fronto-parietal (executive function) networks was more strongly positively associated with PIPA score during the rhymed compared with the unrhymed story [F(2,39) = 10.95, p-FDR = 0.043], as was FC between ROIs in right-sided language (prosody) and dorsal attention networks [F(2,39) = 9.85, p-FDR = 0.044]. Conclusions: Preschool-age children with better rhyming abilities had stronger FC between ROIs supporting attention and prosody and also between ROIs supporting executive function and imagery, suggesting rhyme as a catalyst for attention, visualization, and comprehension. These represent novel neural biomarkers of nascent phonological skills.

The Effect of Zig-Zag Running Games on Gross Motor Skills of Early Childhood Group B at Paud IT Auladuna 1 Bengkulu City

Finding out how zigzag running games affect young children's gross motor abilities is the goal of this study. Researchers employed quantitative research, or pseudo-experimental methodology. The youngsters in group B at PAUD IT Auladuna 1 Bengkulu City comprised the study population. Using random sampling, 36 children from classes B2 and B5 made up the research sample. There was testing done on the data gathering method. This data analysis method applied the t test. As expected, during the teaching and learning process, the control class learning with body exercise center games had an average value of 70.00, but the zig-zag running game had an average value of 85.56.At a significance level of 0.05, the hypothesis test results indicate that tcount> ttable is 3.909> 1.691. This indicates that, in comparison to the control class, the experimental class receiving the treatment experiences a notable change in value. The findings indicate that group B early childhood students at PAUD IT Auladuna 1 Bengkulu City had improved gross motor abilities as a result of playing zigzag running games. It is recommended that (1) educators utilize it as a substitute for instruction to help early childhood students' gross motor abilities grow and (2) future researchers use it as an inspiration to conduct research and play other games to help kids improve their gross motor skills.

Transdiagnostic considerations are critical to understanding childhood neurodevelopmental disorders.

Growing dissatisfaction with the current categorical diagnostic systems has led to a movement toward transdiagnostic dimensional approaches to assessment of childhood mental health disorders. We argue that a transdiagnostic approach is especially important and appropriate when screening for neurodevelopmental disorders during early childhood. In the early childhood years, symptoms often appear in the form of developmental delays that could portend a variety of different disorders. Early intervention at this point is critical, even though a final endpoint disorder is not yet apparent. Intervening early has the potential to grow the area of weakness, possibly correcting or at least ameliorating these delays. Early intervention requires a multidisciplinary approach integrating efforts across settings and providers that monitor the development of young children. We argue here that young children's language ability is central to the development of social cognition, and a prerequisite for adequate social functioning. Social deficits are defining features of a subset of neurodevelopmental disorders such as autism spectrum disorder and social (pragmatic) communication disorder. Critically, impairment in social functioning is common in additional neurodevelopmental disorders such as attention-deficit/hyperactivity disorder (ADHD), learning disorders, and even motor disorders. For this reason, we argue that, at the earliest sign of a possible neurodevelopmental disorder, children should be screened for language deficits prior to initiating a focused assessment for a specific type of neurodevelopmental disorder such as ADHD. Any detected language deficits should be considered in the design and implementation of the assessment, as well as the ultimate intervention plan.

Meningkatkan Kemampuan Bertanya Anak Usia Dini melalui Eksperimen Sains di Kober Nurul Huda

The author's interest in using science experiments at Kober Nurul Huda to enhance young children's ability to ask questions drove this research. It highlights the significance of early childhood education (PGPAUD) as guidance for children from birth to six years of age, citing Law 20 of 2003 concerning the National Education System. According to Montesori and other theories of education, children develop very quickly at this age in a number of areas. Nonetheless, Kober Nurul Huda observations revealed that the majority of kids were less engaged in asking questions, leading to the conclusion that kids' skills needed to be developed. Thus, the purpose of this study is to assess how science experiments at Kober Nurul Huda affect young children's ability to ask questions and to enhance that ability in young children. 17 children participated in three research cycles using a classroom action research (PTK) approach, and data was gathered through observation, documentation sheets, and both quantitative and qualitative data analysis. The study's findings demonstrate that young children at Kober Nurul Huda have significantly improved their ability to ask questions, as evidenced by cycles II and III. This improvement is particularly evident in their capacity to ask questions without feeling uncomfortable. Therefore, it can be said that science experiments help young children in Kober Nurul Huda develop their ability to ask questions.

OPTIMALISASI HEALTH LITERACY MELALUI BERMAIN PADA PERILAKU HIDUP BERSIH DAN SEHAT ANAK PRA SEKOLAH

Introduction & Aim: The level of children's health is related to health problems about infection factors. Health efforts are carried out in the form of promotive, preventive, curative, and rehabilitative, in the form of Clean and Healthy Behavior (Perilaku Hidup Bersih dan Sehat, PHBS). The aim was to improve PHBS skills in children: Washing hands in 6 steps and sorting and disposing of waste properly. Implementation Method: The activity was held in January - February 2024 at PAUD Kuncup Melati RW 07, Kapasan, Simokerto, Surabaya for 33 pre-school age students. The initial survey has formulated problems and solutions in the form of efforts to prevent disease in early childhood with PHBS through health literacy using the train-playing method. Arranging permits, determining the location and target participants, socializing the original activities, and preparing the media. Method of Activity: There was a Health station which consisted of station 1: Hand Washing Movement and Song and the next station was to dispose of rubbish properly in the Hygiene Box. Evaluation has been done at the 4th meeting and at the same time rewards in the form of healthy, nutritious snacks. Results: Participation through play-based health literacy has been shown to increase young children's ability to participate in PHBS activities. namely washing their hands in 6 steps correctly, which initially 100% of students were not able to do correctly to 84.8% of students who were able to do it correctly. Discussion: Health Literacy using the play method can increase PAUD students' understanding and ability to carry out Clean and Healthy Living Behaviors, namely washing their hands in 6 steps correctly and being able to sort and dispose of waste in the correct place. PHBS that can be done early and continuously will become a good habit for children.

The Relationship Between Phonemic Awareness, Vocabulary and Musical Abilities in 5-6-year old Children in Kindergartens

Young children (5-6 years old) are building strong foundations in language and music. Their phonemic awareness is developing, allowing them to identify and manipulate sounds in words. Vocabulary is rapidly expanding, with children learning new words and their meanings. Musical abilities are blossoming, with many children enjoying singing, keeping rhythm, and exploring instruments. However, there can be variations in these skills, and even gender differences in performance on some tasks. This study investigated the phonemic awareness, vocabulary, and musical abilities of 5-6-year-old children. We explored potential correlations between these domains and any gender differences in performance. Forty children (20 girls and 20 boys) from three kindergartens (two urban, one rural) were tested in June 2022. Three assessments were employed: Eľkonin's test of phonemic awareness, COWAT speech fluency test (vocabulary), and Bentley's test of musical abilities. Pearson's correlation coefficient analyzed relationships between the tests. A positive correlation was found between all three tests, suggesting potential links between phonemic awareness, vocabulary, and musical abilities. Interestingly, girls outperformed boys significantly in both Eľkonin's and Bentley's tests. Within Eľkonin's test, children achieved the highest scores in syllable synthesis (subtest No. 4) and the lowest scores in syllable deletion (subtest No. 10). This study suggests a connection between phonemic awareness, vocabulary, and musical abilities in young children. Additionally, it highlights potential gender differences in specific aspects of these domains. Further research is needed to explore the cause of these findings and their implications for early childhood education.

Mechanisms underlying the relations between parents' perfectionistic tendencies and young children's mathematical abilities.

Parents' high academic expectations are positively associated with young children's mathematical abilities. However, minimal attention has been devoted to whether, and how, different ways of conveying the performance targets would result in different outcomes. The current study investigated whether and how parents' perfectionistic strivings and concerns were associated with young children's mathematical abilities through home mathematical activities, children's approach motivation to learn mathematics, and children's avoidance motivation to learn mathematics. Participants included 211 kindergarteners in Hong Kong and their parents. Data were collected through individual child tests and parent questionnaires. Structural equation modelling revealed that parents' perfectionistic strivings had a direct positive link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via home mathematical activities, and then approach motivation. Parents' perfectionistic concerns had a direct negative link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via avoidance motivation to learn mathematics. Early childhood practitioners are recommended to raise parents' awareness of how to communicate high-performance targets to children in a constructive manner.

Pengembangan Media Big Book Berbasis Problem Based Learning untuk Meningkatkan Kemampuan Bercerita Anak Usia Dini

Findings related to the low storytelling ability of young children and the need for learning media that can support storytelling learning are the background for this research. The aim of the research was to analyze the need, practicality and effectiveness of PBL-based Big Book media in improving the storytelling skills of young children. This research methodology is research and development (R&D). The sampling technique used in this research was total sampling. The research instruments were observation sheets and questionnaires. Data analysis uses descriptive analysis and t test. The research results show that PBL-based Big Book media meets the elements of validity, practicality and effectiveness and can be used in learning. The validation results of the two experts stated that PBL-based Big Book media was very feasible, where the material score was 84.6% and the media score was 88.0%. The media effectiveness test showed that the ability to tell stories in the experimental class (86%) was higher than the control class (68%). The difference test found that the mean storytelling ability of the experimental class was significantly different from the control class (p=0.000). Thus, it is concluded that PBL-based Big Book media is quite effective in improving storytelling abilities in young children.

THE EFFECT OF CHILDREN'S DRAMA-THEMED ACTIVITIES ON THE DEVELOPMENT OF SPEAKING SKILLS IN 4–5-YEAR- OLD

Early childhood is a critical period for language learning and young children's ability to use language is mainly reflected in the process of telling. The development of young children's expressive abilities has an essential impact on their language ability and overall development. In this study, two parallel 4–5-year-olds were selected in Mianyang kindergarten, and the experimental class was randomly divided into the control class fora 10-week shared reading activity. After analysis, we concluded that children’s drama-themed activities could promote the development of 4-5-year-old children's speaking ability; children's drama-themed activities can encourage the development of 4-5-year-old children in the four dimensions of "narrative length", "vocabulary level","sentence structure" and "expressive ability",; and there is no significant difference between the genders in the effect of children's drama-themed activities on the expressiveability of 4-5-year-old children.

The Influence of a Scientific Approach on Critical Thinking and Logical Thinking Abilities in Early Childhood

Objective study this is for know influence approach scientific to ability think logical on child age early And know influence approach scientific to ability think critical on child age early in the Village Marindal I District Patumbak Deli Serdang Regency . The population in this study were all Raudhatul Athfal in Marindal I Village, Patumbak District, Deli Serdang Regency, consisting of 7 Raudhatul Athfal group B in Marindal I Village, Patumbak District, Deli Serdang Regency. Specifically, this research was conducted on children aged 5-6. The time for carrying out the research is adjusted to the learning program, namely in the odd semester of the 2023/2024 academic year. The sample is determined using random sampling, where each population has the right to be selected as a sample. However, to choose them you can use a random lottery which determines the two samples in this study for research purposes. One Way Analysis of Variance is a powerful analysis technique for testing differences in means with many randomly selected groups. Hypothesis testing in One Way Analysis of Variance is carried out using F-test statistics. Results study stated that 1) There is an influence of the scientific learning approach on the critical thinking abilities of young children . The results of the data on children's critical thinking abilities have a calculated t value ( 5.016 )> t table (1.671) and sig.2-tailed (0.000) <α=0.05. 2) There is an influence of the scientific learning approach on the logical thinking abilities of young children . Data on children's logical thinking abilities has a calculated t value ( 2.708)> t table (1.671) and sig.2-tailed (0.000)<α=0.05.