This special issue aims to advance our understanding of problem solving in early childhood education by bringing together studies from different theoretical and methodological perspectives. The special issue is part of a double issue. The first part focuses exclusively on problem-solving in early mathematics and will be fully prepared (there will be no open call). The second part welcomes contributions from other research areas. Please be informed that this call only applies to the latter one. To maintain a broad scope, studies focusing exclusively on mathematical problem solving will not be taken into consideration.
Consult the full call here.