Enhancing Early Childhood Development through Interactive Learning in RA Al-Farras: A Study on Play-Based Education Approaches

Abstract

This study aims to explore the effectiveness of play-based learning approaches in enhancing early childhood development at RA Al-Farras, a religious-based kindergarten. As early childhood education plays a crucial role in shaping children's cognitive, emotional, and social development, it is essential to utilize methods that stimulate curiosity, creativity, and critical thinking. In this research, the focus is on integrating interactive and engaging activities into the daily curriculum, promoting learning through play. The study observes how teachers implement these play-based strategies and how they affect children's engagement, communication skills, and overall academic performance.

The research uses a qualitative approach, employing observations, interviews with educators, and assessments of children's progress. Data were collected over a period of six months, during which the children participated in various play-centered activities such as role-playing, storytelling, and hands-on learning experiences. The results indicate that incorporating these methods fosters a positive learning environment, increases student motivation, and enhances their problem-solving abilities. Furthermore, play-based learning approaches are found to improve children's social interactions, emotional regulation, and ability to work in teams.

This study contributes to the understanding of how early childhood institutions, such as RA Al-Farras, can effectively incorporate play-based learning to support holistic development. The findings suggest that such approaches are beneficial in creating a dynamic and inclusive educational setting that nurtures the whole child. This research also provides insights for educators and policy makers to consider when designing curricula aimed at fostering a love for learning in early education.