The effect of Reggio Emilia-based project activities on preschool children's problem-solving and 21st century skills

The aim of this study is to examine the effects of thematic project activities based on the Reggio Emilia approach on the problem-solving and 21st-century skills of preschool children. A quasi-experimental design was used in the study, in which only quantitative data were collected and analyzed. The study group consisted of 60-month-old children attending a municipality-affiliated child activity center in Istanbul. The experimental and control groups were formed with 15 children each, for a total of 30 participants. Data were collected using the Problem-Solving Skills Scale (PSSS) and the 21st Century Skills Scale (DAY–2). Four thematic Reggio Emilia-based projects were implemented over an eight-week period with the experimental group. Post-test scores obtained at the end of the implementation process showed statistically significant differences in favor of the experimental group on both scales. According to the results of the 21st Century Skills Scale, the experimental group had a post-test mean score of 93.73, while the control group's mean was 64.53. A t-test revealed this difference to be statistically significant (t = 19.291; p < .001). Follow-up test findings indicated that this difference was sustainable over time. In terms of the Problem-Solving Skills Scale, the post-test mean score for the experimental group was 38.80, compared to 28.53 for the control group. The comparison revealed a statistically significant difference in favor of the experimental group (t = 7.115; p < .001). Additionally, a high positive correlation was found between the PSSS and DAY–2 scores (r = 0.942; p < .001). The Reggio Emilia approach is a constructivist model that recognizes the child as a subject and is based on multiple forms of expression and the process of social construction. This approach, which aligns with Vygotsky's socio-cultural learning theory, offers a learning environment in which children construct meaning through social interaction and actively participate in learning. The findings of the study demonstrate that this pedagogical model holistically supports children's cognitive, social, and creative development and that democratic and participatory learning environments have a significant impact on problem-solving skills. This study presents an original contribution to preschool education in Türkiye as one of the few quasi-experimental quantitative studies that systematically documents the effects of the Reggio Emilia approach. Keywords: Reggio Emilia approach, quasi-experimental design, early childhood education, problem-solving skills, 21st-century skills, project-based learning