Impact and Use of Play in Early Childhood Education Programmes: An Empirical Study

Abstract

 

The present study examined the concept, significance, perception, and implementation of play in Early Childhood Education (ECE) programmes, with particular reference to selected private preschools and Government Integrated Child Development Services (ICDS) Anganwadi Centres in Indore city, Madhya Pradesh, India. Play is widely acknowledged as an essential medium for the holistic development of young children, contributing to cognitive, social, emotional, physical, and language growth. However, its effective translation into everyday classroom practice is shaped by educators' pedagogical beliefs, parental expectations, curriculum demands, institutional conditions, and the availability of material resources. The study adopted a mixed-method design that integrated quantitative and qualitative strategies. Purposive sampling was used to select 27 educators (20 from seven private preschools and 7 from Government ICDS Anganwadi Centres), 60 parents, and 40 children. Data were gathered through structured questionnaires, semi-structured interviews, classroom observations, and child-friendly interactions, and were analysed using frequency and percentage distributions alongside thematic interpretation. The study concludes that although play is universally recognised as an effective vehicle for learning and development, its practical implementation requires stronger institutional support, adequate resources, flexible curricula, sustained educator training, and greater parental awareness. Strengthening play-based pedagogy can meaningfully advance joyful, child-centred, and developmentally appropriate ECE environments in the Indian context.