The effects of problematic situations on the process of forming problem-solving skills of children aged 4-5

Abstract

This article aims to demonstrate the way problem-finding and problem-solving methods are applied to teach four- to five-year-old children about mathematics, which facilitates their access to new knowledge and logical thinking skills. Through problematic situations created by preschool teachers during activities related to mathematics, children are elicited to think and act, thereby using their own understanding and experience to handle the circumstances. This helps children to enhance essential knowledge, skills and ability to adapt to social life by finding real problems timely then tackling with them effectively.