IGNITING YOUNG MINDS THROUGH PLAY: THE POWER OF PLAY-BASED LEARNING IN EARLY CHILDHOOD EDUCATION
Keywords:
play-based learning, childhood education, cognitive development, social-emotional skills, problem-solving, flexible thinking, curiosity, engagement, literacy, STEM, achievementAbstract
Play is a cornerstone of early childhood education, fueling cognitive, social, and emotional development in preschool and kindergarten students. This article explores the transformative power of play-based learning, highlighting how it sparks curiosity, fosters flexible thinking, and cultivates essential skills for lifelong success. Beyond just a recreational activity, play provides a dynamic medium for young learners to problem-solve, regulate emotions, and develop a positive sense of self and others. As students progress through the early grades, play should remain a central tenet of the curriculum, seamlessly integrated with more formalized instruction. By maintaining a play-based approach, schools and teachers can ignite a love of learning that will propel students toward ever-greater academic and personal achievement.
References
Pellegrini, A. D. (2009). The role of play in human development. Oxford University Press.
Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2008). A mandate for playful learning in preschool: Presenting the evidence. Oxford University Press.
Bodrova, E., & Leong, D. J. (2015). Vygotskian and post-Vygotskian views on children's play. American Journal of Play, 7(3), 371-388.
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
Trawick-Smith, J., Swaminathan, S., & Liu, X. (2016). The relationship between teacher–child play interactions and peer play competence in culturally diverse, formal preschool programs. Early Childhood Research Quarterly, 34, 93-105.
Roskos, K. A., & Christie, J. F. (2011). The play-literacy nexus and the importance of evidence-based techniques in the classroom. American Journal of Play, 4(2), 204-224.
Fisher, K. R., Hirsh-Pasek, K., Golinkoff, R. M., & Gryfe, S. G. (2008). Conceptual split? Parents' and experts' perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29(4), 305-316.
Bergen, D. (2002). The role of pretend play in children's cognitive development. Early Childhood Research & Practice, 4(1), n1.
Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function: Status of research and future directions. American Journal of Play, 6(1), 98-110.
National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
