The Effect of Play in Divergent Problem Solving Skill of Children

Abstract
The present study was conducted to further examine the effect of object play in divergent
problem-solving skill of children. Participant comprised of 20 kindergarten pupils who were
randomly assigned to either play and no-paly condition and were given an Incomplete Figures
Task to measure their divergent problem-solving skill. Result show that children under play
condition were more divergent in problem-solving (x=3.50, SD=3.87) than the children under
no-play condition. However, further test showed no statistical significance.