The Impact of Toy Exploration Activities on Critical Thinking and Speaking Skills in 3-4 Years Old Children

Maureen Audina Sitorus (Department of Early Childhood Education, Faculty of Education, Universitas Negeri Surabaya, Surabaya 60213, Indonesia)
Ruqoyyah Fitri (Department of Early Childhood Education, Faculty of Education, Universitas Negeri Surabaya, Surabaya 60213, Indonesia)
Miftakhul Jannah (Department of Psychology, Faculty of Psychology, Universitas Negeri Surabaya, Surabaya 60213, Indonesia)
Andi Kristanto (Department of Technology Education, Faculty of Education, Universitas Negeri Surabaya, Surabaya 60213, Indonesia)
Utari Dewi (Department of Technology Education, Faculty of Education, Universitas Negeri Surabaya, Surabaya 60213, Indonesia)
Nina Fajriyah Citra (Departement Master of Education in Digital Learning, Faculty of Education, Monash University, Clayton VIC 3800, Australia)

Studies in Philosophy of Science and Education
Vol. 6 No. 2 (2025): July

This study analyzes the impact of toy exploration on the critical thinking and speaking skills of children ages 3-4. Understanding how toy explorations influences these abilities is crucial for parents and educators to support children’s cognitive and communication development effectively. This study processes data using a quasi-experimental approach using JASP. There are 29 participants in this study, and the sample is made up of kids between the ages of 3 and 4. With the experimental group achieving higher ratings of 6.46 and 9 than the control group, the data show that the p-score was less than 0.001. It can be inferred that toy exploration activities have an impact on children's critical thinking and speaking skills between the ages of three and four.