EXPLORING THE INFLUENCE OF PLAY IN THE

DEVELOPMENT OF JUSTICE AND FAIRNESS AMONG

EARLY CHILDHOOD STUDENTS

Ms. Patricia Q. Pamintuan

In partial completion of requirement

ED 701 Contemporary Philosophy of Education

Philippine Normal University

The National Center for Teacher Education

College of Graduate Studies and Teacher Education Research

Graduate Teacher Education Faculty

Abstract This research investigates the role of play in developing the
concept of justice and fairness among early childhood students. With the
understanding and belief in the significance of early childhood education as a
foundation for lifelong moral reasoning, the study employs a multidisciplinary
approach, drawing on developmental psychology, educational philosophy, and
play-based learning theories. This research aims to identify the specific ways as
to how play contributes to the understanding and internalization of the concept
of justice and fairness young children. Maximizing qualitative methods,
including observational studies and surveys, the study examines the nature of
play interactions, the development of moral reasoning during play, and the
different factors to the development of justice-related behaviors. The results of
this research have the potential to educate teachers, parents, and curriculum
developers about the importance of play-based learning activities as a means of
cultivating moral reasoning and social justice values among young children.
Ultimately, this research aims to contribute to the broader discourse on the role
of play in education and child development, focusing on its capacity to promote
positive social behaviors and attitudes among preschoolers. The implications of
this research cover matters beyond academic concerns by providing a different
angle into the holistic development of children and recommending practical
approaches for fostering a just and fair society from the early years of life.

Keywords: moral development, play-based learning, early childhood

education, child development

Introduction

Play in the formative years of children holds a vital role in laying the grounds for
developmental processes. It touches on physical, cognitive, socio-emotional, as
well as moral development of children. This research aims to explore the
connection between play and the development of justice and fairness among
early childhood students.

Without a doubt, early childhood education isn’t only an efficient development

utilized to secure academic success in children but it is also proven to be
charged with pedagogies that will prepare children to become mature adults of
society. Historically, it is charged with socio-emotional and moral development
processes. It is in this setting where children begin to navigate through
interpersonal relationships, eventually developing a sense of right and wrong
The role of play in this process is increasingly recognized as a promising
approach for exploration and learning.
According to Dr. Maria Montessori, “play is the work of the child”. For her, play
is a venue for children to make active choices and to practice various actions of
tasks.

Theoretically, proponents of moral development concepts like Lawrence

Kohlberg and Jean Piaget posit that children in the early ages are both
vulnerable and immature, not yet moral and ethical. However, other theorists
like William Damon and Urie Bronfenbrenner introduces that development and
moral reasoning can emerge from environmental settings and social
interactions. We can formulate from that latter that play can provide
opportunities for young children to make moral choices.

As societies grapple with the imperative of fostering values of justice and

fairness, understanding the formative role of play becomes increasingly crucial.
This study not only endeavors to contribute to the academic discourse
surrounding child development but also holds practical implications for
educators, parents, and policymakers. By elucidating the influence of play on
the development of justice and fairness, we aspire to provide actionable
insights that can inform the design of early childhood education programs,
nurturing the seeds of a more equitable and just society from its very inception.

Methodology

Participants

The study will involve a diverse sample of early childhood students (ages 3-6)
from various socio-economic backgrounds, attending different preschools or
early childhood education programs.

Data Collection

Data will be collected through a combination of observations, interviews, and

surveys. Observations will focus on play activities and social interactions, while
interviews and surveys will assess moral development through age-appropriate
scenarios.

Data Analysis

Qualitative analysis will be employed to identify themes in play activities and

moral reasoning.
Expected Outcomes

This research anticipates uncovering the specific ways in which play contributes
to moral development in early childhood. Findings will inform educators and
parents about the potential of play in fostering positive moral values, empathy,
and ethical decision-making.

Conclusion

This research seeks to deepen our understanding of how play contributes to

the moral development of early childhood students. By illuminating these
connections, we can provide valuable insights for educators and parents,
fostering environments that support the cultivation of strong moral foundations
from the earliest stages of a child's development.