<![CDATA[Problem solving skills in early childhood are essential for fostering creative thinking, yet they often remain underdeveloped due to limited stimulation. This study aims to analyze and explore the problem-solving skills of young children and the factors influencing them. The research employed a case study method, involving 84 children aged 5–6 years and six early childhood education units. Data were collected through observations of play activities, interviews with teachers, and analysis of children's development documents, allowing triangulation to strengthen the validity of the findings. Data were analyzed quantitatively and presented in graphical form to facilitate interpretation. The results indicate that the average problem-solving skills of children are at the “developing” stage, highlighting the need for stimulation that aligns with their developmental level. Educators have not fully understood effective strategies to stimulate these skills, indicating a need for professional development training. The findings suggest that integrating more exploratory, play-based learning methods that encourage children to think creatively and find solutions independently can significantly enhance their problem-solving abilities. This study contributes to the development of early childhood education practices that emphasize reasoning, creativity, and independence in play-based learning.]]>
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