THE IMPACT OF PLAY-BASED LEARNING ON EARLY CHILDHOOD COGNITIVE DEVELOPMENT
Keywords:
Effects of play-based learning on early childhood cognitive developmentAbstract
This article comprehensively examines the educational effectiveness of play-based learning and its impact on early childhood cognitive development. It begins by exploring the theoretical foundations of play-based learning, drawing on key educational theories from Piaget, Vygotsky, and other renowned scholars to establish a logical basis for incorporating play into early education. Additionally, it highlights the role of play-based learning in preschool and early primary education, explaining its significance in the learning process. The article categorizes and analyzes different forms of play, including free play, guided play, and structured play, focusing on their role in fostering problem-solving, critical thinking, and other cognitive skills. Finally, it examines the long-term impact of early play-based learning on academic success.
References
Piaget, J. (1962). Play, dreams, and imitation in childhood. W.W. Norton.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Pearson.
Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. Oxford University Press.
