Effect of Play Based Learning on the Development of Logical Reasoning in Early Childhood Education

Abstract

Objective: To determine the effect of play-based learning on developing logical reasoning in early childhood
education in Islamabad.
Study Design: Quantitative quasi-experimental study and the pre-and post-experimental paradigm was used.
Place and Duration of Study: The population of the current study included the students from Headstart School
located in Islamabad from March 2020 to September 2020.
Materials and Methods: The population was selected through cluster sampling technique. Sample size of 80
students with 40 each of control and experimental group were considered le. Both the groups were taught a
course 'classification of vertebrates' in Science either through play-based (experimental group) or conventional
method (controlled group) in a 45 minutes session, 5 days for four weeks. A pictorial self-developed test
consisted of 6 questions based on understanding by design (UbD was used. Descriptive (percentage and
frequency) and inferential statistics were used for the analysis of data.
Results: The control condition (Pre & Post) for the logical development and experimental condition (Pre & Post)
was positively correlated. No effect of gender by the play-based learning in developing logical reasoning among
students was found in both the control and experimental group at early childhood education.
Conclusion: The relationship between experimental and control conditions for the logical development by
using play-based learning was significant. The play-based activities based on the curriculum should be designed to ensure meaningful learning and long-term knowledge retention in children as it ensures a child's interest and fun factor.