遊戲是幼教課程中重要的媒介，本研究根據相關文獻與實證探討，以多時間縱貫性分析方法，針對239位學前幼兒進行兩波的追蹤調查，並採用驗證性因素分析及交叉延宕結構方程模式，以更嚴謹的方式釐清社會遊戲、認知能力、社會能力、問題解決能力之間的因果關係。研究結果顯示，社會遊戲對於幼兒的社會能力與問題解決能力具顯著影響，幼兒與他人愈常進行社會遊戲，愈有助於幼兒在社會能力與問題解決能力的發展；其次，幼兒若具有較佳的社會能力，則愈能進行與他人有較多互動的社會遊戲。換言之，社會遊戲對幼兒的問題解決能力僅具有單向的因果關係，不過社會遊戲與社會能力之間則具有互為因果的關係。

Play is an important part of preschool curriculum. Based on previous literature and the empirical research approach, this study drew upon a twowave panel dataset of preschool education consisting of 239 valid samples. Confirmatory factor analysis was first performed to clarify the factorial structure of cognitive ability and social competence. The goodness of fit of the model was also evaluated. Later, cross-lagged structural equation modeling was applied to capture the causal relationship among social play, cognitive ability, social competence, and problem-solving ability. Results indicated that social play has a significant effect on social competence and problem-solving ability of young children; the more frequently those young children are engaged in social play, the better their social competence and problem-solving ability will develop. Besides, young children with better social competence can better engage in social play that requires more interaction with others. In terms of the causal relationship among social play, cognitive ability, social competence, and problem-solving ability,results showed that the causality of the relationship between social play and problem-solving ability is unidirectional, but that between social play and social competence is bi-directional.