Abstract

The relationship between children's cognitive development and their motivation to learn is not as straightforward as previously thought. This study aims to elucidate the intricacies of this relationship, thereby questioning the prevailing notion that these two elements are inseparably connected. By examining the domain of early childhood education, this study endeavors to dissect the intricacies of cognitive development and motivational influences within the educational context. This correlational study sample are 70 preschoolers. Cognitive development data were collected using a pre-screening questionnaire for development and observation forms that comprise four elements: the drive for achievement, discipline in learning, readiness to overcome challenges, and curiosity. No significant relationship was found between cognitive development and learning motivation (ρ- value 0,349 > 0,05). The research outcomes offer a new perspective, prompting a reassessment of educational frameworks. They emphasize the necessity of a comprehensive approach that takes into account multiple factors affecting children's engagement and learning progress. These findings stress the importance of examining various influences beyond cognitive development to foster a holistic understanding that shapes children's motivation and educational experiences.