Developing Critical Thinking in Children through Problem-Situation-Based Games

Abstract

This article addresses the development of critical thinking in children through games based on problem situations. The study analyzes children’s thinking processes, the pedagogical significance of problem situations, and the role of play activity in the educational process. Particular attention is given to the formation, in preschool-age children, of independent thinking, problem-analysis skills, and the ability to draw sound conclusions through problem-based games. Drawing on the theoretical positions of leading scholars in pedagogy and child psychology, the article proposes practical recommendations for applying problem-situation-based games in the educational process. The findings suggest that such games, when systematically organized, provide an effective pedagogical tool for cultivating independent reasoning, analytical skill, and reasoned decision-making in young children.