Dissertation (MA Education)This study examined teachers' instructional strategies' for development of problem solving skills among pre-primary school children aged 5-6 years situated in four public pre-primary schools in Kilimanjaro region; particularly two in Rombo district, and two in Mwanga. Data collection and interpretation were guided by cognitive developmental (Piaget, 1963) and social cultural theories (Vygotsky, 1978). From the theories and literatures underpinning the study; a conceptual model which links content and process variables of the study was deployed. A qualitative methodological approach with ethnographic perspectives was taken and a multi-method data collection strategy which included non participant observation, interviews and documentary reviews for triangulation of data sources was adopted. Data were collected from a purposive sample of 15 informants (Head teachers = 4; classroom teachers=5 and parents=6). Actual classroom teaching and learning experiences were observed and recorded using video tapes and photographs; classroom teachers, head teachers and parents were interviewed; and documents illustrating instructional planning were examined. Activity analysis methods, thematic and content were used to analyze data. The findings of this study indicated that teachers tended to focus on the development of children‟s problem solving skills in the domain of cognitive functioning. It was evident that, teachers spent most of the instructional time teaching academic skills such as reading, writing and simple arithmetic through songs, demonstrations, and directive scaffolding. Barriers to effective classroom instruction were both related to inadequate teachers‟ support and children social and emotional challenges. Arising from these findings, the study recommends among other things that, there was a need to set in-service professional development programs, support and supervision of teachers‟ activities through school inspectors and education officers.