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This study examined the role of preschool children’s planning time on their problem-solving performance and its relationship across different task difficulties using mobile log data. A total of 1,318 preschool children aged 5 to 6 participated. Using linear mixed models (LMM), generalized linear mixed models (GLMM), moderated LMM, and moderated GLMM, the results indicated that the more time children spent planning, the fewer extra moves they made in solving the tasks, and this effect was consistent across different task difficulties. Additionally, increased planning time led to higher accuracy on the first click, with this effect being more pronounced for harder tasks. These findings could provide nuanced insights into planning and problem-solving processes, offering valuable implications for research and educational practices.