Abstract
Introduction This study examines whether a structured constructive-play program can strengthen cognitive interest in children aged 4–5. The research addresses a gap in preschool pedagogy: although play is widely recognized as central to early development, the specific role of constructive play in transforming situational curiosity into more stable cognitive interest remains insufficiently tested. Methods A quasi-experimental design was used with 180 preschool children divided into an experimental group (n = 90) and a control group (n = 90). The diagnostic toolkit included a teacher rating scale of cognitive interest, a learning-behavioral engagement scale, and an executive regulation rating scale. Baseline assessment showed that the children's overall cognitive interest was mainly situational, while individual interest, persistence, learning strategies, and regulatory support were less developed. The experimental group then participated in a 12-week constructive-play intervention, whereas the control group continued traditional preschool practice. Results After the intervention, the experimental group showed marked improvement in overall cognitive interest, individual interest, learning strategies, attention, and persistence. Their overall cognitive interest score increased from 56.8 to 71.9, individual interest score from 52.4 to 69.6, learning strategies score from 54.8 to 70.4, and attention and persistence score from 56.9 to 69.8. Between-group differences after the intervention were statistically significant across all key indicators (p < 0.001), with the strongest effects observed for individual interest and learning strategies. Discussion The findings indicate that constructive play can function as a pedagogical mechanism for developing sustained cognitive interest, self-directed engagement, and persistence in preschool learning. The proposed methodology can be used in preschool settings to support cognitive development without replacing play with premature formal instruction.