Project-Based Learning in Promoting Cognitive Development in Early Childhood: A Systematic Literature Review
DOI:
https://doi.org/10.58230/jecer.v2i1.566Keywords:
project-based learning, cognitive development, Early Childhood Education (ECE), constructivismAbstract
Purpose: Project-Based Learning (PjBL) has emerged as a constructivist pedagogical approach of significant value in Early Childhood Education (ECE), positioning children as active agents in knowledge construction. This systematic review aims to synthesise empirical and review-based evidence on the role of PjBL in promoting cognitive development in young children aged 0–8 years, with particular attention to the amplifying function of loose parts media and the convergence of international Scopus-indexed findings with Indonesian local research.
Methodology: Following PRISMA guidelines and Kitchenham (2004) procedures, a systematic search was conducted across Scopus, SINTA, DOAJ, and Google Scholar. From 1,554 initial records, 22 peer-reviewed articles published between 2020 and 2026 were selected for thematic content analysis: 12 from local Indonesian databases and 10 from Scopus.
Results: Seven cognitive themes were identified across the 22 studies: critical and reflective thinking (77%), creativity (68%), problem-solving (64%), observation and classification (45%), independence and self-regulation (41%), executive function (32%), and 4C/21st-century competencies (36%). International evidence (Chen et al., 2026; Albar & Southcott, 2021; Alibek & Akhmetova, 2025) corroborates the consistency and cross-cultural generalisability of these findings.
Conclusions: PjBL constitutes an empirically supported, developmentally appropriate strategy for cultivating multidimensional cognitive competencies in young children. The integration of loose parts media optimises cognitive outcomes by providing open-ended material richness within a purposive project framework. Findings align with Piagetian, Vygotskian, and Brunerian constructivism.
Downloads
References
Albar, S. B., & Southcott, J. E. (2021). Problem and project-based learning through an investigation lesson: Significant gains in creative thinking behaviour within the Australian foundation (preparatory) classroom.
Alibek, Z. A., & Akhmetova, A. I. (2025). Exploring cognitive skill development in STEM education for kindergarten children: A systematic review.
Alromaih, M. A., Elsayed, S. A., & Alibraheim, E. A. (2022). Study of project-based learning to improve the instructional design process of pre-service early childhood teachers.
Amelia, N., & Aisya, N. (2021). Project-based learning model and its application in early childhood at TK IT Al-Farabi.
Baity, A. N., & Faiqoh, P. K. (2022). Optimizing Arabic learning for university students through 4C skills of 21st century.
Cahyaningsih, S., & Harun, H. (2023). The effect of project-based learning methods on children's critical thinking skills and creativity.
Chen, Y., Zhang, X., Hu, L., Hwang, G.-J., Xie, H., & Tu, Y.-F. (2026). Incremental project-based robot programming: Effects on young children's computational thinking, executive function, and learning behavioral patterns.
Ghazali, A., Ashari, Z. M., & Hardman, J. (2025). The effectiveness of Technology-Project-based Learning (TPBL) module in fostering children's creative thinking skills through science education.
Herlina, Y., Sasongko, R. N., Kurniah, N., & Nuraini, B. (2026). Project Based Learning dan Loose Parts: Solusi untuk meningkatkan kemampuan kognitif anak usia dini.
Hidayah, N., Ansori, S., & Arfini, B. D. (2025). Peningkatan kognitif anak usia dini melalui pembelajaran berbasis proyek ecobrick pada kelompok A di TK Al-Ikhlas Montong Agung.
Husain, I. A., Parisu, C. Z. L., Sisi, L., & Permatasari, S. J. (2024). Pengembangan kemampuan pemecahan masalah melalui pembelajaran berbasis proyek pada anak usia dini.
Imamah, Z., & Muqowim, M. (2020). Pengembangan kreativitas dan berpikir kritis pada anak usia dini melalui pendekatan STEAM dan loose parts.
Kitchenham, B. (2004).
Krajcik, J. S., & Shin, N. (2022). Project-based learning. In R. K. Sawyer (Ed.),
Kuo, H.-C. (2025). Transforming tomorrow: A practical synthesis of STEAM and PBL for empowering students' creative thinking.
Lestariningrum, A., & Wijaya, I. P. (2020). Penerapan bermain loose parts untuk kemampuan memecahkan masalah sederhana anak usia 4–5 tahun.
Nikmah, F., Wijayanti, A., & Prasetyo, T. (2023). Kreativitas dan regulasi diri anak usia dini melalui project-based learning.
Permatasari, S. J., Husain, I. A., Parisu, C. Z. L., & Sisi, L. (2025). Peran pembelajaran berbasis proyek dalam perkembangan kognitif anak usia dini: Systematic literature review.
Plotnikova, V. A., Veraksa, A. N., Veraksa, N. E., & Nikolaeva, N. S. (2025). Project-based activity as a means of socio-emotional development in preschool children.
Pratiwi, H., Wijayanti, A., Nggalu Bali, E., & Hajaroh, M. (2025). Rural early childhood teachers' sensemaking of Kurikulum Merdeka reform in Indonesia.
Rahman, S., Yasin, R. M., & Yassin, S. F. M. (2012). Project-based approach at preschool setting.
Siminto, S., Adnan, A., & Wiranda, N. (2025). Transformasi pembelajaran anak usia dini dan sekolah dasar melalui project-based learning.
Sukardjo, M., Dewi, F. I. R., & Ratna, D. (2023). Stimulasi kompetensi 4C melalui loose parts dalam pendidikan anak usia dini.
Ummaroch, R., Restian, A., Rosyida, N. A., & Hasunah, U. (2025). Analisis tahapan perkembangan kognitif anak usia dini dan sekolah dasar dalam pembelajaran berbasis proyek.
Veraksa, A. N., Plotnikova, V. A., & Ivenskaya, P. R. (2024). Development of social competence in preschoolers with different levels of executive functions: Role play and project-based learning.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press.
Zhang, P., Nasri, N. M., & Mohamed, S. (2026). Promoting young children's creativity via reverse engineering pedagogy in STEM education.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal of Early Childhood Education Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
