The current research aimed to identify the effectiveness of the project-based learning strategy in developing some analytical thinking skills for kindergarten children. The research sample consisted of (66) male and female children aged (6-7) years, divided into two groups (experimental - control), with (33) children in the experimental group and (33) children in the control group, from the Ahmed Lotfy Al-Sayed official Language School affiliated with the North Educational Administration in Suez Governorate. The quasi-experimental approach was used due to its suitability to the nature of the research, and the researcher used a test of analytical thinking skills for children of the upper level. The second kindergarten level (prepared by the researcher), and she prepared a guide for project-based learning strategy activities for the children of the second level in kindergarten. The project-based learning strategy activities were applied to the children of the experimental group over a period of two months with a rate of (8) projects, each project taking three days. per week, with an activity duration of 45 minutes per day. The results showed a significant growth in the analytical thinking skills of the children of the experimental group after applying the project-based learning strategy. The results of the research found that there were statistically significant differences between the average scores of the children of the experimental group in the two pre-measurements. The post-test on the analytical thinking skills of the kindergarten child is in favor of the post-measurement, in addition to the presence of statistically significant differences between the average scores of the children of the experimental and control groups in the post-measurement of the test of the analytical thinking skills of the kindergarten child in favor of the children of the experimental group, Therefore the research recommends the necessity of organizing training courses for teachers in kindergartens that focus on to use a project-based learning strategy.