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Suhaini
STIT Palapa Nusantara Lombok NTB, Indonesia

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A Critical Review on the Effectiveness of Using Various Play Methods to Enhance Cognitive Development in Early Childhood Suhaini
Journal of Education, Teaching, and Learning Vol. 2 No. 2 (2025): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i2.27

Abstract

This critical review examines the effectiveness of using various play methods to enhance cognitive development in early childhood. Employing a qualitative literature review approach, this study analyzes peer-reviewed research focused on children aged 2–6 years, selected through systematic checklists and sourced from academic databases such as Google Scholar, JSTOR, and ERIC. Thematic analysis was conducted to identify cognitive benefits associated with different types of play, including role-playing, puzzles, and educational technology. Findings indicate that structured play activities—such as number card games and logic puzzles—significantly support cognitive growth, particularly in numeracy and problem-solving, with some methods demonstrating up to 100% achievement in targeted learning outcomes. In contrast, less structured activities, such as Lego play, showed minimal impact on symbolic thinking among 4–5-year-old children. The review highlights that the effectiveness of play methods varies based on the nature of the activity and the child's developmental stage. These insights offer valuable implications for educators and curriculum developers in designing play-based strategies tailored to specific cognitive goals. Future studies are encouraged to investigate the long-term impact and cross-context adaptability of these play interventions in diverse early childhood education settings.
The Role of Teachers in Developing Social Skills of Early Childhood Students at PAUD Shihabul Musthofa Merangkak, Embung Kandong Village, Academic Year 2024/2025 Suhaini; Marniati
Journal of Education, Teaching, and Learning Vol. 2 No. 3 (2025): November
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i3.148

Abstract

This study aims to analyze the roles and strategies of teachers in developing the social skills of early childhood learners at PAUD Shihabul Musthofa, as well as to identify supporting factors and challenges faced during the learning process. The study employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results reveal that the teacher's role in developing children's social skills falls into the "very good" category, with an observation score achievement of 81.25%. The teacher’s role includes lesson planning, implementing interactive activities, providing direct guidance, modeling social behavior, and reinforcing positive social attitudes. The strategies applied consist of learning through play, role-playing, habituation of social values, group work, and structured observation of children’s social behavior. Supporting factors for success include teachers’ strong understanding, parental involvement, and the support of school leadership. The main challenges encountered involve limited play facilities, the absence of formal training, and the diversity of children’s individual characters. This research highlights the importance of collaboration among teachers, parents, and school stakeholders in promoting the social development of early childhood learners through contextual and enjoyable learning strategies.
Co-Authors Marniati