Guided Play-Based Digital Learning in Early Childhood: Advancing Integrated Cognitive and Socio-Emotional Development

Juan Carlos Mendoza (State University Of Pedagogical Studies)
Natalia Isabel Ortega (State University Of Pedagogical Studies)
Camila Belén Ruiz (State University Of Pedagogical Studies)
Elena Beatriz Salazar (State University Of Pedagogical Studies)

International Journal of Education and Learning Studies
Vol. 2 No. 2 (2026): International Journal of Education and Learning Studies (IJELS)

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.