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All Journal International Journal of Education and Learning Studies
Elena Beatriz Salazar
State University Of Pedagogical Studies
Education Languange, Linguistic, Communication & Media Mathematics Other

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Guided Play-Based Digital Learning in Early Childhood: Advancing Integrated Cognitive and Socio-Emotional Development Juan Carlos Mendoza; Natalia Isabel Ortega; Camila Belén Ruiz; Elena Beatriz Salazar
International Journal of Education and Learning Studies Vol. 2 No. 2 (2026): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v2i2.74

Abstract

Despite the increasing use of digital technologies in early childhood education, limited quantitative evidence has examined their simultaneous effects on cognitive and socio-emotional development. This study investigated the effects of guided play-based digital learning on dual developmental outcomes. A pre-test–post-test non-equivalent control group design involved 120 children aged 4–6 years (experimental n = 60; control n = 60). The experimental group received eight weeks of guided digital play, while the control group engaged in non-digital play-based activities. Teacher-rated instruments assessed cognitive (α = 0.87) and socio-emotional development (α = 0.89). No pre-test differences were found. Post-test results showed higher cognitive (t(118) = 6.78, p < 0.001, d = 1.24) and socio-emotional scores (t(118) = 7.02, p < 0.001, d = 1.30) in the experimental group. These findings provide robust evidence that guided digital play supports integrated developmental outcomes, highlighting the importance of structured interaction and teacher facilitation in early childhood digital learning.
Co-Authors Camila Belén Ruiz Juan Carlos Mendoza Natalia Isabel Ortega