Puzzlemaking and part–whole perception of two‐year‐old and four‐year‐old children

Abstract

The relationship between preschoolers’ puzzlemaking strategies and part–whole perception was investigated in the present study. Forty‐eight two year olds and 48 four year olds were randomly selected from eight licensed childcare centers. Puzzlemaking strategies (image, form, color, and trial and error) were measured by performance in the Misleading Perceptual Cue Puzzle Task, adapted from Pepler and Ross. Completion time was assessed by an interlocking bear puzzle. Additionally, children’s puzzlemaking experience was measured by a parent questionnaire. Children described pictures of real objects arranged to form wholes (e.g. three carrots arranged to form a triangle or crayons arranged to make a house) in a part–whole perception task developed by Prather and Bacon. Using a 0.05 level of significance, the results indicate that young children were more likely to use trial and error as a puzzlemaking strategy, and older children were more likely to use form and color. Four year olds completed puzzles more often and placed more pieces during puzzlemaking than two year olds. Children with more puzzlemaking experience and higher levels of part–whole perception placed more pieces correctly during puzzlemaking. Additional investigation of young children’s puzzlemaking appears warranted.

Keywords:

• Puzzles
• Puzzlemaking strategies
• Part–whole Perception
• Play
• Development