1 of 16

��The Impact of Play-Based Learning on Cognitive Development in Preschool Children

​

​

​

Author : TIONG MEE KIONG

Matric No : E60109240030

2 of 16

Research Problem

  1. Traditional worksheet-based learning
  2. Limited critical thinking, creativity, problem-solving, social skills
  3. Need to explore role of play in supporting holistic development

3 of 16

Research Objectives

  • 1. Examine cognitive development
  • 2. Explore teachers and parent’s interactions
  • 3. Identify effective strategies

4 of 16

Research Questions / Hypothesis

Teachers Questionaires :

  1. How does play-based learning support children’s problem-solving skills?
  2. How does play-based learning enhance children’s creativity?
  3. What changes have you observed in children’s thinking and engagement?
  4. What challenges do you face in implementing play-based learning?

​

Parent’s Questionaires :

  1. What improvements have you seen in your child’s problem-solving skills?
  2. How does your child show creativity at home?
  3. Have you noticed changes in your child’s thinking or learning behaviour?
  4. How important is play in supporting your child’s development?

​

5 of 16

Significance of the Study

  1. Highlights educational benefits of play
  2. Provides guidance for teachers and curriculum designers
  3. Supports policy decisions in early childhood education

6 of 16

Limitations of the Study

  1. Sample: 40 children across 2 urban preschools
  2. Observations may be influenced by researcher presence
  3. Short-term study; long-term effects not measured
  4. Focus on specific cultural contexts

7 of 16

Literature Review – Key Studies

  1. Piaget (1962): Knowledge through interaction

​

  • Vygotsky (1978): Social interactions enhance learning

8 of 16

Research Methods / Design

  1. Mixed-methods
  2. Quantitative: cognitive assessments (scores)
  3. Qualitative: observations & teacher interviews
  4. Triangulation for holistic understanding

9 of 16

Sampling Method & Size

  1. Participants: 40 preschool children (4–6 yrs)
  2. Schools: 2 preschools (urban )
  3. Sampling: Block Play, Questionaires & Interviews
  4. Teachers and Parents are included for interviews

10 of 16

Instruments Used To Collect Data

1. Quantitative: Block-building

task scores (Slide 11& 12)

2. Qualitative: Observation

checklists & Teacher / Parent

interview guide (Slide 13)

​

11 of 16

�Block Play Activity�

12 of 16

�Quantitative : Observation Checklists�

13 of 16

����Qualitative: Observation checklists & Teacher/Parent Interview Guide���

14 of 16

Data Collection Methods / Procedures

  • Student’s Block Play Observation (School & Home)
  • Assessment of Play-Based Learning Through Block Play on Children’s Problem-Solving and Creativity Skills Questionnaires
  • Teacher‘s Interview / Questionnaires (School)
  • Parent’s Interview / Questionnaires (Home)

15 of 16

Data Analysis Methods

Mixed-Method Approach:

  • Quantitative: Numeric scores from Questionaires to measure how much problem-solving and creativity improved.

​

  • Qualitative: Teacher/Parent observations and comments to explain why and how children improved, and to capture behaviors that numbers alone can’t show.

​

16 of 16

THE END

  • QUESTION & ANSWER SESSION
  • THANK YOU

​