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This Study
This Study
Education (ECDE) for holistic child development. Grounded in the theory of play as a
spiral of learning, the research involved three ECDE centers known as Thutopapadi.
Utilizing a qualitative approach within the Participatory Action Learning and Action
emphasize the importance of aligning educational practices with the evolving needs of
According to Crawford and Peaslee (2022) the implementation of No Child Left Behind
with a more academic focus. Despite research supporting the importance of play in child
understanding, the need for ongoing professional development on play integration, and
the crucial role of dramatic play in fostering social, emotional, and oral language
According to De Lemos et.al (2021), professionals from various fields use play as a
natural and enjoyable platform for offering early childhood intervention and support.
Specifically, in the context of autism interventions, many therapies rely on the link
between social play and the enhancement of social skills, language development, and
However, the concept of play is broad, and the existing literature on play-based
research in this area and establish a conceptual framework to guide clinical decision-
making.
According to Gentaz et.al (2023), this study aims to assess the impact of a training
variables were analyzed to ensure the quality of program execution in the experimental
compared to those in the control group (n = 79). The discussion delves into the
According to Palton (2023), school improvement plan addresses the topic of play-based
learning (PBL), a subject frequently discussed in early childhood education. The plan
aims to examine current research to define play-based learning and assess its impact
experiences that enhance motivation and sustain attention. Through consistent and
use of the environment, the goal is to maximize play-based learning in preschool and
kindergarten classrooms within the Mt. Pleasant Community School District. The
primary objective of this school improvement plan is to highlight the advantages of PBL
purposeful literacy learning through child-directed play can contribute to the early
framework, the study addresses two main research questions: 1. How does intentional
and purposeful literacy learning through play support early literacy foundations? 2. What
role do educators play in influencing the intentionality and purposefulness of play? The
primary program. Consequently, the study draws attention to the effective use of
twenty-first-century skill. Developing such skills in early grades is crucial for preparing
learners for seamless integration into the demands of the twenty-first century. The study
workshop to guide the research. The sample comprised three public primary schools (n
= 3) and nine purposely selected teachers (n = 9) in the Owerri Education Zone. Data
learners. To ensure the validity and reliability of the research instrument, respondent
validity was maintained through member checking. Thematic data analysis was
employed to derive the study's results and findings. The study revealed insufficient
knowledge among teachers regarding group work and play-based pedagogy, hindering
in using group play-based pedagogy for collaborative skill development. One of the
early-grade learners.
According to Bantulo et.al (2023), the efficacy of digital play-based learning materials in
enhancing the reading and counting abilities of kindergarten students. The study
involved 30 kindergarten learners from Shuttle Elementary School in South Fatima
District, Barangay San Jose, General Santos City, enrolled during the 2021-2022 school
post-test design, the data were interpreted and analyzed using frequency counts, mean,
and t-test. The results revealed that the utilization of Digital Play-Based supplementary
learning packages proved effective in enhancing the reading and counting skills of
kindergarten learners. While acknowledging the positive impact, it is suggested that the
integrated into the academic curriculum for teaching reading and counting to young
learners. Ultimately, this study offers valuable insights for educators aiming to foster
According to Beach and Klein (2023), this article aims to offer physical educators a
comprehensive guide on integrating play-based learning into their curriculum. The guide
This study, with dual objectives, investigates the influence of play-based learning
Government Area, Oyo State, Nigeria. The first objective examines potential variations
in the impact of these programs on socio-emotional development based on gender. The
second objective explores how the type of school, whether private or public, affects the
experimental design, the study involved 132 early childhood children aged 3-5 years
from two schools in the area. An Emotional Regulatory Skill Test (ERST) was
neutral, fostering inclusivity and equality. The study reveals a significant impact of play-
private schools offering enriched environments and public schools leveraging diversity
for growth. These results highlight the transformative potential of play-based learning in
the positive impact of play on learning and development. Four distinct categories
emerged from the data analysis, encompassing (1) cognitive development, (2) social
development, (3) emotional development, and (4) physical growth and development.
The teachers recognized their roles in facilitating learning through play, which included
Mooi Heang, Norela Mohamed Shah, Nabilla Waheda Hashim, Nurul Aliah Mustafa
2021
Children diagnosed with autism spectrum disorder (ASD) encounter challenges in social
relevant studies. The overall findings of these studies suggest a promising foundation
for utilizing play to support social communication skills in the educational context for
children with ASD. However, the review also underscores existing research gaps in the
with ASD in naturalistic educational settings. Christina O’Keeffe & Sinéad McNally 2023
This action research study was initiated due to the researcher's keen interest in play-
based learning. It delves into the exploration of whether social and emotional skills can
addressed in this action research is: Does play-based learning contribute to the
various learning opportunities. This research spanned the entire academic year of 2021-
2022, with data collection occurring during two Teaching Strategies GOLD checkpoints
Play-based learning involves integrating immersive play with academic objectives. Its
create an inclusive atmosphere, and leverage their expertise to elevate both play and
learning experiences for students. When executed adeptly, play-based learning serves
as a valuable tool to enhance and broaden the educational experiences of all students.
This study aims to uncover the effectiveness of play-based learning environments and
and speaking habits. To achieve this, themes such as responsibility, tolerance, self-
with input from field experts before establishing the play-based learning environment.
Subsequently, play-based learning environments were created using activities like
bomb, creative drama, story cubes, puppets, two truths one lie, drama, and empathy
games related to the designated themes. Over seven weeks, 10 students engaged with
the themes through games, while the remaining 10 received traditional education on the
same topics. In the eighth week, each student's understanding of the relevant theme
was assessed through a questionnaire based on expert opinions. It was observed that
students' anxiety significantly decreased during the seven weeks of play-based learning
settings. Additionally, these students exhibited greater enthusiasm for reading, writing,
school, diversify their learning experiences, improve performance and motivation, and
contribute to the sustainability of education. Tülay Kaya Tekman 1 and Mustafa Yeniasır
2 2023
This case study investigates the influence of play-based learning on the comprehensive
across seven dimensions: personal and social development, languages and literacy,
basic mathematics, physical play, creative art and scientific play, poems and stories,
and play within various subject areas. A two-stage cluster sampling technique was
schools, and federally-controlled schools. Data on the growth of 360 Early Childhood
Education (ECE) students across different dimensions were collected over two
semesters through input from school administrators, teachers, and parents. The
independent variable was the overall performance of students, while the dependent
variable was their marks/grades. The hypothesis tested (H1) posited that students
would demonstrate improved outcomes, and a significant difference would exist in the
marks achieved through play-based learning. The study also examined parental