The Influence of Play-Based Learning on the Cognitive Development of Early Childhood in Kindergarten
Keywords:
Cognitive development, Early childhood education, Guided play, Kindergarten, Play-based learningAbstract
Purpose – This study examined whether structured play-based learning improved the cognitive development of kindergarten children.
Methodology – A cluster-based quasi-experimental pretest-posttest control-group design was used. The illustrative dataset comprised 116 children from 12 Group B classes in Surabaya, Indonesia. Six classes received an eight-week play-based intervention, while six classes followed regular instruction. Cognitive development was assessed through 24 performance tasks, and the data were analyzed using a linear mixed-effects model with classroom as a random intercept.
Findings – The illustrative analysis showed that the experimental group achieved a significantly higher adjusted posttest score than the control group after baseline performance and classroom clustering were controlled. The largest descriptive gains occurred in problem-solving, logical reasoning, and spatial understanding.
Implications – Kindergarten teachers should integrate guided construction, puzzles, classification, symbolic play, numeracy games, and rule-based movement into regular instruction while preserving children’s agency.
Originality – The study treats play-based learning as a multidimensional pedagogy and models broad cognitive development while accounting for the classroom clustering of participants.
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