Play-Based Learning and Child Cognitive-Emotional Development in Nature-Based Programs

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ID: 334508
2024
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Abstract
This study aimed to examine the impact of play-based learning on young children's cognitive and social-emotional development in a nature-based early childhood education setting. It focused on enhancing problem-solving, creativity, critical thinking, and fostering educator and parental collaboration. Play-based learning is widely recognized for promoting essential early childhood skills. However, its effectiveness and challenges in specific contexts, such as nature-based programs, require further exploration to optimize its benefits. A mixed-methods approach was employed, combining observations, educator interviews, and parental feedback. Data were collected from eight children, eight educators, and ten parents in a nature-based program. Findings revealed significant improvements in problem-solving, creativity, critical thinking, and attention spans in children. Educators and parents acknowledged these benefits but highlighted challenges, including limited resources and communication gaps. Addressing resource constraints, enhancing educator training, and fostering effective communication with parents are essential. Integrating digital tools and increasing parental involvement should also be explored in future research to maximize the benefits of play-based learning.
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Authors Abdul Qayyum, Rubab Fatima, Atifa Iram
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Journal Annals of Human and Social Sciences
Year 2024
DOI
10.35484/ahss.2024(5-IV)33
URL
https://ojs.ahss.org.pk/journal/article/view/854
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