Preschoolers’ Self-Regulation and Engineering Skills During Play-Based Model-Building and Their Correlation to Mathematical Problem-Solving Skills

Abstract Young children naturally explore the world, making early childhood an ideal time for foundational mathematical thinking and problem-solving abilities. This study investigated correlations between preschoolers’ numeracy skills, mathematical problem-solving, engineering skills, and metacognitive and self-regulation skills during play-based LEGO ® model-building. This study aimed to understand how these skills are correlated in early childhood. Data were obtained from 56 preschoolers (4–5 years old) during individual sessions with each child in their preschool classroom. The Mathematical Capabilities Test assessed number recognition, counting, and mathematical problem-solving skills. The model-building guided play involved building several LEGO ® models according to pre-defined diagrams that the child was asked to reproduce using LEGO ® bricks. The children attempted to build the models, starting with the one deemed easy and gradually progressing in difficulty. The interactions with the child-LEGO ® model and the diagram were video-recorded and analyzed. Findings revealed rich evidence of interactions, engineering, and mathematical skills. Number recognition and counting skills correlated only with regulation of emotions, while mathematical problem-solving skills correlated with engineering skills, metacognitive strategic awareness, and self-regulation. Mathematical problem-solving skills significantly mediated the effect of number recognition on the regulation of cognition and regulation of emotions. However, they did not mediate the effects of counting skills, engineering skills, and metacognitive strategic awareness. These results highlight the interconnected nature of these skills in preschool children, suggesting that promoting mathematical problem-solving experiences in early childhood education may support the development of crucial self-regulation skills, laying the foundation for later learning in mathematics and related domains.