PEDAGOGICAL POTENTIAL OF PROBLEM-BASED GAME TASKS IN DEVELOPING COGNITIVE INTEREST IN CHILDREN AGED 5–6

This article examines the pedagogical potential of problem-based play tasks for fostering curiosity in children aged 5–6. It aims to identify conditions that encourage children to ask questions, make predictions, test ideas and explain their solutions. A qualitative analysis of curriculum and research sources informs a proposed sequence for organising play tasks. Activity examples and observational indicators are presented. No empirical study was conducted; the recommendations are theoretical and methodological proposals that require evaluation in preschool settings.