Written by: Dr Tessa Grigg and Stephanie Lord-Darby 

Ever seen a photo of a baby wearing glasses and pretending to be somewhat of a mini ‘Boss Baby’ – It’s an adorable image! A baby deep in thought, figuring out a complex problem. Surprisingly, this scenario isn’t that far from reality. In the first 12 months, a baby’s brain is hard at work, forming up to 1 million new neural connections every second (Harvard University 2024). It is precisely at this crucial time, the first year, that brain growth and lifelong learning brain pathways can occur – important for reaching those baby milestones. 

Why Problem-Solving Matters for Baby Milestones 

At GymbaROO-KindyROO, we believe parents, carers, and educators play a huge role in this rich developmental window. That’s why our programs promote research-based movement, problem-solving and sensory-motor activities. But why focus on problem-solving for such tiny humans? 

Baby milestones are measurable “firsts” – rolling, sitting, crawling, standing, and talking – that mark healthy neurological and physical development. Each milestone is a sign that a baby’s brain has created strong neural pathways, which are the stepping stones for more complex abilities. 

Here’s the key: babies build these pathways by exploring, experimenting, and – yes – solving little problems using their bodies and senses. Things like reaching for a toy, manipulating objects, dropping and retrieving, or figuring out how to crawl all involve a sequence of problems to be solved. The process itself wires the brain for future learning. 

The Foundations of Critical Thinking 

While we may not think of babies as critical thinkers, early research argues otherwise. Critical thinking isn’t just abstract reasoning—it includes physical exploration, trial-and-error, and experimentation. Through these activities, babies practise important core skills: analysis, interpretation, inference, evaluation, explanation, and self-regulation (Pollarollo et al., 2022). 

By allowing a baby to develop in a safe and nurturing environment – where they can face appropriate challenges and critically analyse products or settings that encourage movement – we provide experiences that positively shape a baby’s brain and help build blueprints for brain circuits (Harvard University, 2024). This supports the development of motor planning abilities, enhances their understanding of time and space, builds body awareness, and helps form neural pathways for identification and visualisation. As babies tackle mini-challenges, they’re laying the foundations for cognition, resilience, and curiosity. 

The Social Side of Problem Solving 

Learning doesn’t happen in isolation. Following Vygotsky’s sociocultural learning theory, social interaction between adults and babies is essential. Through playing, sharing, and joint activities, adults provide the subtle support (or ‘scaffolding’) babies need. This interaction helps children internalise cultural tools and signs, supporting the development of higher-order thinking (Hausfather, 1996; Huitt, 2000). 

Early learning practitioners highlight the importance of giving babies opportunities to practise these skills and transfer new learning into different situations. For example, finding a new way to reach a toy or exploring new sensory experiences supports flexible thinking. 

What Does This Look Like at Home? 

• Physical play: Encourage tummy time, reaching, and grasping games to develop coordination and brain connections.  
• Safe exploration: Set up little obstacle courses for crawling or let babies experiment with containers, blocks, or everyday objects. 
• Social games: Take turns, copy baby’s actions, and narrate what they’re doing—this supports both social and cognitive development. 
• Problem-solving prompts: Allow babies the time and space to try (and maybe even feel a little frustration) as they figure out how to achieve small goals, rather than jumping in to help right away. 

In Summary 

Problem solving is not just “cute” for babies – it’s essential. Each challenge overcome helps wire the brain, establish critical thinking habits, and power the achievement of important baby milestones. By providing stimulating environments and engaging in joint activities, parents and educators lay the foundations for a lifelong love of learning and discovery. 

Dr Tessa Grigg (PhD, Dip Tch Primary and ECE) is an experienced teacher and the Research and Education Manager at GymbaROO-KindyROO.  

Stephanie Lord-Darby (MRes, B.Ed.) is an experienced teacher and passionate Education Researcher – Program Specialist at GymbaROO-KindyROO 

 

References: 

Aizikovitsh-Udi, E., & Cheng, D. (2015). Developing Critical Thinking Skills From Dispositions to Abilities: Mathematics Education from Early Childhood to High School. Creative Education, 6(1), 455-462. 

Harvard University (2024, December 18). Brain Architecture. Centre on, the Developing Child at Harvard University. Centre on the Developing Child at Harvard University; Harvard University. https://developingchild.harvard.edu/key-concept/brain-architecture/ 

Hausfather, S. (1996). Vygotsky and Schooling: Creating a Social Context for Learning. 

 Huitt, W. (2000). Vygotsky’s Zone of Proximal Development. Educational Psychology Interactive. 

Pollarolo, E., Størksen, I., Skarstein, T. H., & Kucirkova, N. (2022). Children’s Critical Thinking Skills: Perceptions of Norwegian Early Childhood Educators. European Early Childhood Education Research Journal, 31(2), 1–13.