The Role of Activity-Based Learning in Fostering Problem-Solving Skills Among ECE Children in Private Schools of District East Karachi

Abstract

This study explores effectiveness of Activity-Based Learning (ABL) in enhancing problem-solving skills among Early Childhood Education (ECE) learners in private schools of district East, Karachi Pakistan. A mixed-methods approach was employed. Quantitative data were collected using structured Likert-scale questionnaires to assess enhancement in children’s problem-solving abilities before and after ABL interventions. While qualitative data were collected through a semi-structured questionnaire for the suggestions to bring further improvements in the problem-solving skills of ECE learners.  These questionnaires were administered to the teachers involved in early childhood education in four private schools of district East, Karachi.  Ten structured ABL activities were chosen. These activities, targeting cognitive, logical, and socio-emotional problem-solving domains, were employed by the teachers. Findings highlight significant improvements in children’s ability to identify, analyze, and solve the problems. The study concludes that ABL is a powerful pedagogical strategy for strengthening early problem-solving abilities of ECE learners, and recommends that teacher’s training, parental engagement and policy level support, will help further maximize its effectiveness.