THE EFFECT OF PLAY-BASED LEARNING ON

STUDENTS’ ACADEMIC ATTAINMENT

AKANINYENE EMUNEMU

MA EDUCATION

This Dissertation is being submitted in partial fulfillment of the

Requirement for the Degree of MA Education

2022
UNIVERSITY OF SOUTH WALES
 ABSTRACT
This study was on the effect of play-based learning on students’ academic
attainment. Several debates have been ongoing on how effective play-based
learning can contribute to the academic development of a student. The study
focused on KS1 students with ages between 5-7 years. A qualitative research
method using the document analysis approach was adopted for the study. The
source of data for the study was secondary data gotten from published academic
works, books, past projects, literature relating to play-based learning and
childhood educational development. An inductive data analysis was used to
analyse data categorising them into emerging themes and patterns. Findings from
the study showed that, play-based learning can contribute to the academic
attainment of students through, the development of the child’s language skill,
memory retention and active engagement. Also, play-based learning has a
positive impact on the psychomotor development, fosters cooperation, enhances
problem-solving and develops creative thinking task (Griva & Semoglou, 2012). In
conclusion, play-based learning can contribute to the academic attainment of
students if it is properly designed into the school curriculum and properly
understood by the teacher who implement them. The author recommended that,
for play-based learning to be effective, the process and procedures must be
modeled to ensure effective understanding.
Keywords: Play-based learning, student, academic attainment, childhood
education.

1
 DECLARATION STATEMENTS

This work has not previously been accepted in substance for any degree and is
not being concurrently submitted in candidature for any degree.
Signed: Akaninyene Emunemu
Date: January 13, 2022

STATEMENT 1
This dissertation is being submitted in partial fulfillment of the requirements for the
degree of MA Education
Signed: Akaninyene Emunemu
Date: January 13, 2022

STATEMENT 2
This dissertation is the result of my own independent work/investigation, except
where otherwise stated. Other sources are acknowledged by footnotes giving
explicit references. A bibliography is appended.
Signed: Akaninyene Emunemu
Date: January 13, 2022

STATEMENT 3
I hereby give consent for my dissertation, if accepted, to be made available for
photocopying and for inter- library loan, and for the title and summary to be made
available to outside organisations.
Signed: Akaninyene Emunemu
Date: January 13, 2022

2
 TABLE OF CONTENTS

Abstract ……….……………….……………………………………….……………….. 1

Declaration Statements …….…………………………………………….………….. 2

Table of Contents …………………...…………………………………….…………… 3

Acknowledgement ....……………….………………………………………………….. 4

Introduction ....……………….………………………………………………………….. 5

Literature Review …………………………………………..……………….……….… 11

Methodology …………………..…………………………..……………..……………..

18 Result and Findings…………………………………..………………………..…….

… 21 Conclusion

……………………………………………………………………………… 28

References….…………………………………………………………………..…….... 32

3
 ACKNOWLEDGEMENT

I would like to appreciate the following people without whom I would have been
unable to complete this research and without whom I would not have made it
through my Master’s Degree.

The University of South Wales for the opportunity to benefit from the scholarship
programme and special thanks to Caroline Omotoso for your constant words of
encouragement and criticisms (through my tears and laughter); Uzoma Uduma
(our ambassador of professional development) for teaching me to believe in
myself; Ndantiobong Peter and my colleagues at Children’s International School
who have supported and helped me cope with stress through the past two years of
study.

My biggest thanks to my family especially my husband, Aunty Tee (Tolu Okieimen)

and Maki (my accountability partner) for all the support you have shown me
through this research - the culmination of two years of distance learning. To my
kids, I apologise for being unusually grumpy while I wrote this dissertation. Thank
you to all those who took turns to look after Tega, Joshua and Jenelle without
which I would have stopped these studies a long time ago.

And to my biggest cheerleader, you must be smiling down on me with pride.

Mummy, I made it!

4
 CHAPTER ONE

Introduction

1.1 Scene Setting

Preschool is an important stage in a child's academic and social growth. According

to Ankita (2013), poor academic achievement in a learning setting refers to a

child's failure to satisfy a predetermined standard of performance in a specific

evaluation activity, such as a test, examination, or series of continuous

evaluations. This denotes that a candidate who receives a score of less than or

equal to a specific criterion is regarded as a poor academic performer. Poor

academic performance is a well-known occurrence and a common source of

academic anxiety among students. Students who are exposed to unfamiliar

educational contexts struggle to comprehend, recall, and apply what they have

learned. "To achieve fairness, the curriculum must include important knowledge

and experience, reflective of all groups, not privileging one group to the expense of

others," writes Klenowski (2009; p. 83). Educators must provide a learning

environment in which all students, regardless of their circumstances, may

succeed. Hence, the rationale of this study, which focuses on the effect of play-

based learning on students’ academic attainment. The focus of this study is on

KS1 students aged 5-7 years. They are generally referred to as pupils however,

the term pupil is gradually being replaced by students in the UK. For the purpose

of this research, they will be referred to as students.

5
This study highlights the benefits of incorporating play-based learning into school

curricula, as well as how best play-based learning might be applied to help

students achieve academic success. It gives a clear benefit of play-based learning

to government organisations, as well as what policies should be established to

encourage academic institutions to incorporate it into their curricula. More so,

educational institutions will understand how play-based learning can help students

achieve academic success as well as the limitations of play-based learning. This

will enable them to design strategic educational plans that would include play-

based learning in their academic courses.

1.2 Research Background

Children are born with the desire to play. The play-based strategy was developed

by Fredrick Froebel. According to Froebel, children enjoy playing (2010). Play-

based learning is a child-centered learning strategy in which the teaching method

is informal and tailored to the child's interests. Schools that adopt a play-based

approach believe that the greatest way to learn is via play (Waite, 2000). It

revitalises the learning of the children. It enhances their learning abilities. A play-

based education approach allows a child's curiosity to run wild while

simultaneously supporting their growth.

Play is extremely beneficial to children's development and learning. It aids children

in developing difficult-to-teach socio-emotional, physical, and cognitive skills

through teacher-directed instruction. Because of the qualities and nature of play,

children have a variety of options; nevertheless, the quality of those options

enhances the possibility that they will learn through play (Zigler, Singer & Bishop-

Josef, 2004). Piaget and Vygotsky both emphasised the importance of play in

6
early childhood education. From a cognitive perspective, Piaget believed that play

has a substantial impact on young children's cognitive processes and learning.

Vygotsky believed that children developed via play and perceived development

through the lens of social interaction. A child's most significant achievements occur

during playtime (Hoorn, et al., 2007).

This is the preferred method of instruction for children. In a casual and

unstructured environment, the children can absorb concepts and ideas. Toys can

be used to educate students’ intellectual concepts on occasion. Play-based tactics

can be beneficial in the classroom for languages, arithmetic, and social subjects.

Through a range of activities such as music, free-play, gardening, construction

activities, arithmetic games, checkers, magic squares, puzzles, and building

blocks, teaching and learning become a memorable experience for both learners

and teachers.

In early education, play-based learning is frequently examined from two

perspectives: one that focuses on the benefits of play for developmental learning,

and the other on the benefits of play for academic learning (Ramani & Eason,

2015). Developmental learning includes social emotional skills, general cognitive

development, and self-regulation abilities. In papers concentrating on the

developmental benefits of play-based learning, the relevance of child-directed free

play in the classroom has been widely recognised. These academics have

expressed concerns about a decrease in free play time as a result of a higher

emphasis on meeting academic objectives through teacher-directed instruction

(Bowdon, 2015). It has been proposed that children construct knowledge about the

7
world and exercise problem-solving abilities during times of child-led exploration at

various play centers (Fredriksen, 2012).

According to multiple researches, students engage in more effective problem-

solving behaviours in child-directed play situations than in more formal, teacher-

directed settings (De La Riva & Ryan, 2015). Child-directed play with peers has

been highlighted as an important way for children to learn social and emotional

skills such as leading and obeying rules, resolving conflicts, and supporting the

emotional well-being of others (Fredriksen, 2012). Giving children the opportunity

to negotiate and follow rules during play has also been connected to the

development of self-regulation skills (De La Riva & Ryan, 2015).

Many developmental learning benefits have been linked to child-directed free play

circumstances in which educators play a secondary or non-active role, such as

watching or arranging the environment to facilitate free play (Wood, 2014). On the

other side, research on play and academic learning has looked at how play-based

activities affect student learning in academic areas such as Reading and

Mathematics. These studies advocate for the use of mutually driven and teacher-

directed play activities to aid academic learning, in which educators actively

participate in the play by conducting pre-designed games, interacting with

students, and interfering in child-led play to incorporate learning objectives

(Presser et al., 2015; Sharp, Escalante & Anderson, 2012). Proponents of play-

based learning argue that it may be used to teach mandated academic goals in an

enjoyable and developmentally appropriate way. In this environment, free play is

typically considered as insufficient to facilitate academic learning, necessitating

active teacher participation in play (Presser et al., 2015).

8
In a recent study, this type of play-based learning was found to be advantageous

to academic achievement. Students in schools employing a play-based

kindergarten math curriculum with teacher-directed arithmetic activities

outperformed students in control classrooms on general measures of

mathematical aptitude (Sharp, Escalante & Anderson, 2012). Children who took

part in a play-based literacy program centered on mutually-directed play in which

educators inserted target vocabulary terms into play contexts were demonstrated

to use these newly learnt words more frequently than children who received direct

instruction (Van Oers & Duijkers, 2013).

1.3 Research Gaps

Different developmental and academic perspectives on play-based learning have

arisen, including the types of play that should be fostered and the ideal role for

educators in implementing this methodology (Pyle, DeLuca & Danniels, 2017).

Recent classroom research has revealed comparable differences in educators'

perspectives and implementations of play-based learning, leading to a perplexing

scenario for educators. There is also no guidance on how educators might include

and balance numerous recommended approaches within an academic-focused

program (Leggett & Ford, 2013). Educators have also identified a number of

common challenges in implementing play-based learning curricula, including a

struggle to recognise the academic benefits of play, a lack of formal play-based

learning training and pressure to participate in direct instruction to meet prescribed

academic targets.

1.4 Aim of the Study

9
The aim of this study is to assess the effect of play-based learning on students’

academic attainment. To achieve this aim, the following objectives were stated for

the study;

 To determine the effect of play-based learning on students’ academic

development.

 To understand the effect of play-based learning on language development

and socialisation.

 To assess the effect of play-based learning on students’ self-reflection.

1.5 Research Outline

The study begins with setting the scene in chapter one followed by the background

to the study and the research gap. Chapter two covers the reviews on the concept

of play, theoretical insights in play-based learning, play-based curricula and review

of empirical studies related to the subject matter. Chapter three covers the

methodology adopted for the study and it begins with the research design which

was the content analysis, the aim of the study, sources of data for the study as

well as method of data analysis and ethical consideration. Chapter four covers the

result and discussion of the findings. Chapter five served as the conclusion of the

study which covers the summary of the study, theoretical contributions and study

limitations, recommendation for further studies and the implications for policy and

practice; as well as the dissertation activity.

10
 CHAPTER TWO

Literature Review

2.0 Introduction

This chapter covers the reviews on the concept of play, theoretical insights in play-

based learning, play-based curricula and review of empirical studies related to the

subject matter.

2.1 Review of Concepts

2.1.1 Definition of Key Concepts

 Play

This is an unserious activity engaged in with the intention of having enjoyment and

recreation without consideration for the practical consequence of the action.

 Play-Based Learning

Play-based learning is a branch of early childhood education which is based on

child-centered and open-ended play which aids the development of cognitive and

social skills, motivation to learn as well as language and numeracy skills.

 Play-Based Curricula

This is an educational program that empowers children to choose activities based

on their current interests; thereby providing them with the opportunities to harness

the skills they require in a structured environment.

11
2.1.2 The Concept of Play

Play is a difficult concept to describe and categorise. Because play is such a broad

and nebulous concept, numerous resources offer a variety of meanings. Hughes

(2003) suggests three criteria for defining play: personal satisfaction, freedom of

choice, and a focus on the activity rather than its outcomes. The researchers

discovered a variety of features of play (Johnson, Christie, & Wardle, 2005). It has

a positive influence at first; it is usually happy and enjoyable. The motivation to

play comes from within the player. It is not motivated by external factors such as

gaining power or receiving a reward. It comes with its own set of advantages.

When children play, they are less concerned with the activity's aims and more

concerned with the activity itself. It is more concerned with the process than with

the final outcome. Freedom of choice is another important aspect in young

children's impressions of play. Play is open-ended, flexible, and voluntary in

character, as well as self-directed and self-selected (Johnson et al., 2005).

2.1.3 Play-Based Learning: Theoretical Insights

Although there is universal agreement on the value of play in early childhood,

there are many different concepts and notions about play (Bergen 2014). Despite

the fact that play is widely recognised as a basis for learning in early life, attempts

to connect the two conceptions have resulted in a wealth of literature with no

definitional consensus (Brooker, Blaise & Edwards 2014).

A variety of play taxonomies are in use. They are divided into sections based on a

number of intertwined themes. Others focus on different types of play behaviour,

such as physical (exercise or rough-and-tumble play), object (involving purpose-

made toys), or pretense play (role or socio-dramatic play), while some focus on

12
the content of play, such as differentiating between functional, symbolic, and rule-

governed play (Vorkapic & Katic 2015). (Smith 2005).

Another common variation focuses on the play participants, specifically the level

and nature of their participation. Child–adult play can be thought of as a multi-

dimensional continuum, with child-initiated and child-led free play with voluntary

involvement, no preconceived educational objective and no adult interference on

one end and structured, adult-led non-play with an acknowledged instructional

purpose on the other. In the area between free play and non-play, there are

variations of guided play and play-based learning. Along this spectrum, adult

responsibilities might range from parallel players, teammates, mentors, and

advisors to largely overseeing outsiders (Wood, McMahon & Cranstoun 1980).

The question of play's positive impact on child development is another major

component of the academic discussion on play pedagogies. This line of research,

which can be traced back to the "theoretical giants" of the twentieth century such

as Freud, Erikson, Piaget, and Vygotsky (Bergen, 2014), distinguishes between

different developmental areas, particularly cognitive, academic, social, and

emotional, and how these can be supported through various forms and types of

play. While there is a lot of empirical research out there, it does not give a clear

picture of the linkages between different types of play and their developmental

impacts (Pyle, DeLuca & Danniels 2017; Lillard et al. 2013).

Researchers in early childhood education (ECE) have recently challenged the

false dichotomization of play and learning, as well as the 'free play'

–'non-play/direct instruction' continuum (Nicolopoulou, 2010). Using sociocultural

learning theories, Rogoff and Vygotsky highlight the following: learning and

13
development are promoted by shared co-construction of meaning, scaffolded aid,

and guided engagement in cultural activity, such as play. They emphasise the

following points:

1. Play and learning are inextricably linked.

2. The proactive and changeable responsibilities of adults in children's play, as

well as

3. How, in a holistic and mutually supportive manner, various play-based

learning techniques can contribute to and encourage not only children's

social, emotional, and physical development, but also their academic and

cognitive growth (Pyle, DeLuca & Danniels 2017; Wallerstedt & Pramling

2012).

Within this perspective, participants in imaginative play may adopt a form of

double subjectivity, viewing themselves as both inside and outside of play

(Kravtsova, 2014).

A substantial body of study has also investigated empirically teachers' views and

attitudes about play and play's function in early childhood education using diverse

theories and terminology. Teacher beliefs, as well as pre-service training and

professional development, are widely accepted to have a substantial impact on

practice (Vorkapic & Katic, 2015; Hegde et al. 2014).

2.1.4 Play-Based Curricula

Despite the fact that some countries, such as the United Kingdom, have a play-

based curriculum, the documentation refers to "well-planned, deliberate, and

possibly instructional" play (Rogers, 2011). This meets two aims: adult-determined

14
play goals are met, and children are engaged in meaningful and inspirational play

activities. The benefits of non-curricular adult-led play in developing aesthetic,

expressive, artistic, and ethical identities are frequently disregarded by such

programs (Rogers, 2011). Individual teacher responsibilities, beliefs, and

practices, as well as how they influence play in early childhood education, have

been shown to influence play (Bennett, Wood & Rogers, 1997; Ranz-Smith, 2007).

2.1.5 The Concept of Play-Based Learning

Play-based learning is when you learn while having a good time. Play-based

learning is distinct from the broader concept of play, which is currently debated in

research (Wallerstedt & Pramling, 2012). Although learning is not required for an

activity to be considered enjoyable, it is necessary for the concept of play-based

learning to be realised (Pyle & Danniels, 2017). Free play, which is directed by the

children themselves (Fleer, 2011), and guided play, which includes some teacher

instruction or participation, have been the main focus of studies looking at the

benefits of play-based learning (Fisher, et al., 2013).

Free play is defined as child-directed, voluntary, internally driven, and enjoyable

play (Holt, et al., 2015). Sociodramatic play is a type of encouraged free play in

which a group of youngsters engage in imaginative role-playing by forming and

following social rules such as pretending to be different family members (Holt, et

al., 2015). Guided play, on the other hand, refers to play activities that involve

some adult involvement in order to embed or extend additional learning

opportunities inside the play itself (Weisberg, 2013). Centre-based learning

(Kotsopoulos, et al., 2015) and purposefully framed play (Cutter-Mackenzie &

Edwards, 2013) are two terminology used to describe different types of directed

15
play activities. However, one distinction that may be made is who is in charge of

the play activity: Some activities, such as carefully designed games, are regarded

as teacher-directed (Presser, et al., 2015), others are defined as jointly directed, in

which teachers participate in the activity without taking over or modifying it,

allowing both teachers and students to have some control over the game (Hope-

Southcott, 2013).

2.2 Empirical Review

According to multiple researches, students engage in more effective problem-

solving behaviours in child-directed play situations than in more formal, teacher-

directed settings (Wood, 2014; De La Riva & Ryan, 2015). Child-directed play with

peers has been identified as an important activity for children to learn social and

emotional skills such as leading and obeying rules, resolving conflicts, and

supporting others' emotional well-being. Giving children opportunity to negotiate

and follow rules during play has also been connected to the development of self-

regulation skills (De La Riva & Ryan, 2015).

Many developmental learning benefits have been linked to child-directed free play

scenarios in which educators play a secondary or non-active role, such as

watching or arranging the environment to facilitate free play (Wood, 2014). On the

other side, research on play and academic learning has looked at how play-based

activities affect student learning in academic areas such as reading and

mathematics. These studies advocate for the use of mutually driven and teacher-

directed play activities to aid academic learning, in which educators actively

participate in the play by conducting pre-designed games, interacting with

students, and interfering in child-led play to incorporate learning objectives (Sharp,

16
2012; Presser, et al., 2015). Proponents of play-based learning argue that it may

be used to teach mandated academic goals in an enjoyable and developmentally

appropriate way (Sharp, 2012). In this setting, free play is typically considered as

insufficient to facilitate academic learning, necessitating active teacher

participation in play (Presser, et al., 2015).

In a recent study, this type of play-based learning was found to be beneficial to

academic achievement. Students in schools using a play-based kindergarten math

curriculum with teacher-directed arithmetic activities outperformed students in

control classrooms on general measures of mathematical aptitude (Sharp, 2012).

Children who took part in a play-based literacy program centered on mutually-

directed play in which educators inserted target vocabulary terms into play

contexts were demonstrated to use these newly learnt words more frequently than

children who received direct instruction (Van Oers & Duijkers, 2013).

17
 CHAPTER THREE

Methodology

3.1 Research Design

According to Ali (2006), research design comprises a systematic and scientific

plan for an investigation; it specifies the structure and strategy that drives the

investigation's activities, as well as the method for obtaining relevant and

appropriate data for answering the research questions. There are a variety of

research designs available, however for this study, we used the desktop research

strategy.

Desktop research is the process of extracting information from relevant documents

by examining their content or language. Content analysis is another term for the

technique. According to Chisaka (2013), content includes items like photos, words,

ideas, symbols, themes, or any other message that may be communicated,

whereas text includes everything written, visual, or spoken that serves as a

channel for communication or artefacts. Once the items to be examined have been

identified, the process can begin. Document analysis, according to Guest, Namey,

and Mitchell (2013), is a procedure that involves selecting documents and

analyzing their content. A document, according to them, can be any printed

content. This method entailed obtaining data from previously published works on

the topic area, describing events, and then organising or analysing them in order

to meet the goal of the study and address the problem statement.

18
3.2 Aim of the Study

The aim of this study is to assess the effect of play-based learning on students’

academic attainment. To achieve this aim, the following objectives were stated for

the study;

 To determine the effect of play-based learning on students’ academic

development.

 To understand the effect of play-based on language development and

socialization.

 To assess the effect of play-based learning on students’ self-reflection.

3.3 Sample and Sampling Procedure

Secondary sources of data for this study were academic published works (articles

and journals), books, previous projects, literature pertaining to the subject, and

online sources. The researcher looked at relevant publications to come up with a

common theme and pattern about the use of play-based learning, its effectiveness

in early childhood development, and how it affects a child's educational attainment.

The study's analysis will focus on the developing themes and trends. Thus, the

following publications were sampled in this study.

19
Table 3.1 Sampled publications for the study

S/N Author Year of Title of the study

Publication

1 Sharp, A. C., 2012 Literacy instruction in kindergarten:

Escalante, D. L. Using the power of dramatic play

and Anderson,

G. T.

2 Cekaite, A. and 2005 Language play, a collaborative

Aronsson, K. resource in children’s L2 learning

3 Garvis S. and 2015 Thinking differently about infants and

Pendergast D toddlers: exploring the reflections of

future Australian early childhood

teachers in Australia

4 Griva, E., and 2012 Estimating the effectiveness and

Semoglou, K feasibility of a game-based project for

early foreign language learning

5 Coryell, J., 2010 Cultural fantasy narratives and

Clark, M., and heritage language learning: A case

Pomerantz, A study of adult heritage learners of

Spanish

6 Kroskrity, P. 2009 Narrative reproductions: Ideologies of

storytelling, authoritative words, and

generic regimentation in the village of

Tewa.

20
 7 Magos, K. and 2008 The contribution of role-play technique

Politi, F. to the teaching of a second language

in immigrant classes

3.4 Method of Data Analysis

For this study, qualitative data analysis was used. In order to analyse the

secondary data, the researcher used an inductive approach. Using the theoretical

framework and literature review processes as guides, the inductive approach

involves starting with the known and eventually proceeding to the unknown.

McMillian and Schumacher (2010) state that, the inductive process of organising

data into categories and discovering comparable patterns among them is the

foundation of qualitative data analysis. Data analysis was determined in this case

by interpreting data from published scholarly publications on the subject to identify

themes and patterns relevant to this investigation. In simple terms, it was classified

according to common attributes. The researcher focused on particular themes,

issues, or patterns that emerged from the data within the framework of the study.

A two-step coding process was employed in the analysis. After reading each piece

of data, key phrases were highlighted and a summary word or phrase was written

in the right-hand column of the paper. Themes/issues that recurred were

determined and categories were indicated above the key phrases. These

categories included: Play-based learning, academic attainment, early childhood

education, child development and socialisation.

3.5 Ethical Consideration

This study was carried out with strict compliance to data protection from the

secondary data sources. Also, the data from the reviewed studies were not in

21
breach of any ethical requirements as stated in the student handbook as they were

all already published data. For each reviewed data, the researcher cited the

authors who carried out the study to ensure the validity of the data collected.

22
 CHAPTER FOUR

Result and Findings

4.1 Result

4.1.1 Research Objective One: The Effect of Play-Based Learning on

Students’ Academic Development

Children in early childhood education require far more than rote memory lessons

and sedentary discipline as they seek to prepare for their future. Students are

expected to be docile and idle while getting a lot of spoken instruction in traditional

teaching methods. After that, students must retain the information and

demonstrate their understanding of it in a written exam. It is vital that students

have the chance to participate in physical activity while in school. Through tactile

learning, they will have a better understanding of the material.

Children's play is an intentional activity to which they devote significant effort and

devotion, regardless of their cultural background or experience (Rieber, 1996).

Cekaite and Aaronson (2005) discovered that children used different dimensions

of language in performing and engaging in humorous events when they were

playing. Joking is a type of humour and another type of everyday language

activity. When students are able to use humour in their practice on a regular basis,

they will be able to comprehend it more deeply and thus improve their language

skills (Bell, 2005).

When humour was included in the classroom's play-based activities, children felt

more comfortable taking chances and risks because learning was presented in a

relaxed, comfortable style. Russ and Kaugars (2001) discovered that children who

23
were more emotionally involved in their learning responded with more unique

responses. Memory retention and active involvement with learning have also been

found to benefit through play-based learning (Marley et al., 2010). Physical

activities not only help children develop literacy skills, but they also help them

develop psychomotor skills, foster cooperation, improve problem-solving skills,

and develop creative thinking tasks (Griva & Semoglou, 2012) which aligns with

the idea that language play is one of the forces behind creativity and its application

in literacy development (Bell, 2005).

Without this experience, it would be impossible for the child to continue to grow

and strengthen his or her problem-solving skill set. All children must have these

holistic experiences since they will evolve and develop with the children over time.

As a youngster grows older, he or she will be familiar with the aspect of trial and

error, as well as the necessity to evaluate a puzzle piece logistically to establish its

proper placement. This child will then look for new methods to challenge his or her

thinking. Perhaps the child is currently in Kindergarten and learning how to

measure things. After learning how to manipulate a piece into an image, this same

child can now use a ruler to manipulate a piece into an image. Learning that

numbers and concrete objects have diverse meanings and that large objects may

not fit into little boxes unless they are trimmed down.

4.1.2 Research Objective Two: The Effect of Play-Based Learning on

Language Development and Socialisation.

The use of play-based learning is extremely beneficial to children's socialisation

and language development. To get the most out of language play, use examples

from narrative works that are relatable to the children. Narration has long been the

24
most common way for humans to organise, experience, and justify their actions

(Coryell et al., 2010). Because it is the most familiar and relatable genre for kids, it

will face the least amount of opposition when used for student learning.

For instance, stories in Native American narratives, such as the Arizona Tewa,

have a formulaic beginning and ending that almost always feature a song linked

with the protagonist (Kroskrity, 2009). This formula appears frequently in children's

literature from diverse cultural groups, demonstrating its usefulness in language

play. This type of play is frequently used as an informal learning technique, and

exposing students to this type of play may be crucial in exposing them to linguistic

ideals present in a variety of ethnic groups.

Talk story is another type of language play that has been used in Hawaii. While

the narrator recounts the story's events, students examine the story's key features

and apply their own knowledge in this method. In comparison to other language-

based activities, students have more opportunities to discuss text concepts and

utilise Standard English. The Kamehameha Elementary Education Program in

Hawaii was able to reorganise teaching activities in ways that were familiar to its

children by employing this technique. They discovered that this was a more

successful method of enhancing students' language acquisition than substantially

altering the classroom environment and procedure.

Role play is another type of language play used by Native Americans and

Hawaiian educators. Educators adapt stories and narratives into role-play activities

to incorporate creative play into their instructional repertoire. These activities

depict a real-life situation within a scenario that the students are familiar with from

their own lives. Its goal is to help them comprehend the experience they have had

25
with a certain scenario (Magos & Politi, 2008). Students participating in this type of

creative play are expected to practice their skills and develop the proper attitudes

to deal with a specific issue. The importance to role-playing activities is that they

encourage students to participate actively in the learning process. Students must

become active recipients of information in order to acquire a language; they must

be engaged in the act and experience the activity's shape and function. This not

only improves their skills in the chosen second language but it also improves their

first language skills.

When English Language Learner (ELL) students use play-based learning, they

may communicate with their peers in a more encouraging way. Play-based

learning allows students to achieve the curriculum's objectives in a holistic manner

that requires collaboration. An ELL child will be able to visually understand the

concepts that their peers are demonstrating in the classroom, participate in the

learning process through play and receive aural input of the knowledge that is

being transmitted among peers.

4.1.3 Research Question Three: The Effect of Play-Based Learning on

Students’ Self-Reflection

Self-reflection and the creation of meaningful interpretations assist children to

value the effort put in to accomplish a short-term goal, such as completing a basic

chore. This is frequently used during a child's playtime. During this time, children

learn to value the process that went into achieving a short-term objective, as well

as the importance of continuing to build on their work in order to reach a larger,

long-term goal. Furthermore, children will learn that quality takes effort, and that

self-reflection can help them feel more secure in their capacity to succeed

26
academically. This has a favourable impact on their emotional reactions to grades

and the grading system in general.

Students' reactions will improve over time, according to Wilson and Gilbert (2005),

and they will value the hard work and effort put in to achieve good scores.

Students will be better equipped to comprehend what is going on if they receive

more meaningful feedback from their educators on a personal level. Children

would benefit mentally from the feedback they receive from their educators under

this new strategy. Children eagerly anticipate opportunities to interact with their

peers and educators while playing and exploring their surroundings.

Students who participate in play-based practices and are given the opportunity to

collaborate with their instructors and family in their academic setting have less

behavioural concerns (Williams, 2006). The value of preventative vs corrective

actions is discussed by Brotman et al (Wilson & Gilbert, 2005). Students who are

unfamiliar with the different norms and routines that exist in a new setting may be

confused when they visit the classroom for the first time. It is critical for educators

to encourage youngsters to engage nicely with one another.

"Social and emotional well-being corresponds with holistic methods to teaching

and learning... in which children explore multiple components of their identity

(including social and emotional) through their play and relationships," according to

Garvis and Pendergast (2015). Play-based learning is a comprehensive approach

that is being promoted in academic contexts. Students who exhibit challenging

behaviour during their early educational experiences are more likely to drop out

than their peers. Brotman et al (2011) emphasise the importance of intervening

27
before a problem arises. Play-based learning is used as part of the intervention,

including self-reflection as a technique of enhancing the learning experience.

4.2 Discussion

The benefits of play-based learning outweigh the drawbacks of traditional teaching

methods. They will be able to incorporate not just the meaning component of their

work but also the additional health benefits. Learning can be beneficial to one's

health, and the duration of the approach can be beneficial both mentally and

physically. Students who have completed Pre-Kindergarten should continue to

work on their independence, social skills, socio-emotional development, motor

function, and other abilities. It is hard to think that a child can develop these skills

in just one academic year. As a result, it is vital to continue to learn through play

throughout one's early childhood years (from birth to eight-years-old).

Pre-kindergarten students are given multiple opportunities to exhibit their grasp of

each curricular topic in a holistic approach, such as through representational

painting, verbal dialogue, and manipulative projects. Teachers must keep track of

each student's knowledge expressions and use them to justify the student's

progress toward the curriculum's goals. If teachers are allowed to adopt this

comprehensive approach to data collecting, it is more natural for both the child and

the instructor. Teachers will feel more at ease participating in meaningful

interactions with students, and students will feel more at peace with their exams

(Wilson & Gilbert, 2005). Students will also feel more valued for the naturally

creative display of their problem-solving ability that they utilised to express the

subject they studied (Brotman, Calzada & Huang, 2011).

28
Students learn the majority of their information through carefully choreographed

actions in their environment from the time they are born until they are eight years

old (Garvis & Pendergast, 2015). When a toddler first grips a puzzle piece, they

are struck by its color, form, and texture. The child may try to deduce what this

piece's purpose or meaning is over time. This is where an educator can intervene

and assist this young mind. This will give them the push they need to finish the job.

Play-based learning in the classroom is significantly more important than

imagining children wandering around unsupervised by their teachers. Students will

work hard to achieve a challenging goal that will captivate their interest in the

project. Instructors must require students to self-reflect after finishing the work to

ensure that the task was fully comprehended. This is what drives children to

educate themselves what they believe they require. Learning via play is a normal

component of life. The educator's goal is to direct a child's play experiences such

that the child has a thorough understanding of the academic objectives.

29
 CHAPTER FIVE

Conclusion

5.1 Summary

This study was on the effect of play-based learning on students’ academic

attainment with emphasis of KS1 student with age group 5-7 years. Three

research objectives were stated for the study, document analysis was used as the

research design. Secondary data sources (published academic works on play-

based learning, books, previous projects, literature pertaining to the subject, and

online sources) were used for gathering data for the study. A qualitative data

analysis was carried out on the secondary data with emphasis on identifying

themes and patterns relevant to this study. Findings from the study showed that,

play-based learning had a positive impact on the students’ academic attainment

through improving their academic development, language skill and socialization as

well as encouraging self-reflection among the students. The study summarises the

advantages of play-based learning and how it can have a significant impact on a

child's educational path. The use of Play-Based Learning (PBL) is a departure

from many traditional and commonly utilised educational methods but its benefits

contain limitless potential for students who participate in them.

5.2 Theoretical Contributions

A widespread misunderstanding among educators is that a curriculum is "...a

finished product and an immutable truth that must be handed on without inquiry."

(Nieto, 2010, p. 106). Educators had to follow a curriculum that had been

approved, implemented and overseen by a regulatory body for years. However,

30
we now know that when teachers use culturally relevant teaching methods,

children benefit. The following conclusions were reached after a rigorous

examination of many empirical studies on the impact of play-based learning on

children's academic growth and achievement;

 Whatever type of play an educator chooses, it is important to remember

that these activities should take place in social, collaborative groups rather

than in isolation. Not only with the intended language targets but also with

peers who are participating in the activities alongside them. Play should

allow for interaction and active engagement because when students are

placed in flexible groupings with students of diverse abilities, the most

productive groups are the ones where interactions occur (Griva &

Semoglou, 2012).

 To be successful and effective, play-based learning requires an awareness

of the language required as well as proper application (Magos & Politi,

2008). For all of the benefits of PBL, students must be familiar with and

comfortable with the activity's approach. Students cannot be expected to

perfect a skill on their first exposure, as with all elements of training and

learning. To promote effective knowledge, the process and processes must

be modeled.

 The total efficacy of PBL is naturally influenced by the activity's content, as

well as the educator's and students' attitudes and participation in the

activities (Magos & Politi, 2008). It will not work if an educator does not

believe in its effectiveness; just as it will not work in any other academic

pursuit.

31
5.3 Study Limitations

This study is limited to KS1 students between the ages of 5 and 7 years. A total of

seven (7) publications on play-based learning and educational development of

children were sampled for the study. Findings of this study may differ from age

groups higher or below the case study age group.

5.4 Recommendation for Further Studies

This study focus group was KS1 students with ages between 5-7 years. Further

studies should be carried on to assessed if play-based learning can be still very

effective on students above 7 years of age. More so, the role of school

administration in the implementation of play-based learning curricula should also

be investigated. In addition, the perception of parents on play-based learning

should be investigated.

5.5 Implications for Policy and Practice

This study was on the effectiveness of play-based learning in students’ academic

attainment. After a careful analysis of the empirical studies, the following are the

implication for policy and practice;

 Since play-based learning has some positive academic outcome on

students, concerned institutions should enact policies that encourages the

practice of play-based learning by teachers.

 Academic curricula should be designed to incorporate play-based learning

as a part of teaching pedagogy used by teachers.

32
 Intending teachers who which to use play-based learning as part of their

teaching methods should be trained properly for effective implementation of

such teaching methods.

33
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 Appendix A

Dissemination Activity

Educational administrators, government organisations, educational institutions,

and parents will all benefit from this research. To educational administrators, this

study highlights the benefits of incorporating play-based learning into school

curricula, as well as how best play-based learning might be applied to help

students achieve academic success. It gives a clear benefit of play-based learning

to government organisations, as well as what policies should be established to

encourage academic institutions to incorporate it into their curricula. This study

shows educational institutions how play-based learning can help students achieve

academic success as well as the limitations of play-based learning. This will

enable them to design strategic educational plans that would include play-based

learning in their academic courses. To parents, this study will provide them with an

added teaching strategy that can be used to teach their children. To reach them,

this study will be presented at an educational fair where the target audience for

this study will be present.

38