<![CDATA[This study analyses the role of play-based learning (PBL) in developing the social-emotional intelligence of elementary school children through a systematic literature review. Data were collected by searching for relevant material using specific keywords in reputable databases and were analysed thematically through a process of coding and synthesis to identify patterns, gaps, and relationships among concepts. The review reveals that structured play activities—such as collaborative games, role-play, and group projects—enhance students’ capacity for empathy, cooperation, emotion regulation, and conflict resolution. Social interaction during play also strengthens self-awareness and communication. These findings confirm that play-based learning supports not only cognitive development but also effectively cultivates social-emotional competencies appropriate to children’s developmental stage. Neuroscientific evidence further indicates that playful and game-based learning activates brain regions associated with emotion and reward, providing a biological basis for its motivational power. The pedagogical implications emphasise the importance of integrating play-based learning designs into the curriculum while maintaining a balance between students’ exploratory freedom and the teacher’s role as facilitator. The study identifies enabling conditions—teacher training in scaffolding, flexible curriculum integration, and inclusive classrooms—and constraints such as academic curriculum pressure and limited resources, offering an evidence-based foundation for contextually relevant guidelines in Indonesian elementary education.]]>
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