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<p>Despite the widespread recognition of the role of play-based learning in holistic early childhood development, research on its social-emotional contributions in Pacific Island contexts, particularly Fiji, remains limited. In this study, play-based learning is operationally defined as a developmentally appropriate pedagogy encompassing both child-initiated (unstructured) and teacher-guided (structured) play experiences that promote exploration, social interaction, and meaning-making, grounded in sociocultural and constructivist theories. This study examined stakeholders’ perceptions and observed associations between play-based learning and the social-emotional skills of five-year-old children in Fijian early childhood education (ECE) centres, incorporating both urban and rural settings. Employing a convergent mixed-methods design, quantitative and qualitative data were collected concurrently from 20 children, 20 teachers, and 20 parents using structured questionnaires, semi-structured interviews, and classroom observations. Quantitative findings revealed high agreement (90–100%) among teachers and parents that play-based learning is associated with emotional regulation, communication, empathy, problem-solving, and school readiness. However, these findings reflect perceived benefits rather than causal effects. Qualitative analyses revealed that structured and unstructured play, culturally responsive activities, and teacher facilitation were central to fostering socio-emotional growth. The findings also revealed contextual tensions, including parental preference for formal academic instruction and differences between urban and rural practices. Barriers, including resource constraints, curriculum pressures, and limited professional development opportunities, were also identified in the study. This study underscores the importance of culturally grounded play, teacher capacity building, and supportive policy frameworks to optimise social-emotional learning in Fiji’s ECE settings.</p>

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Perceived and Observed Contributions of Play-Based Learning to the Social-Emotional Development of Five-Year-Olds in Fijian Early Childhood Education

  • 期刊论文

  • 发表日期：

    2026年6月3日

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  • Selina Marie Theresa Anthony,
  • Satish Prakash Chand

摘要

Despite the widespread recognition of the role of play-based learning in holistic early childhood development, research on its social-emotional contributions in Pacific Island contexts, particularly Fiji, remains limited. In this study, play-based learning is operationally defined as a developmentally appropriate pedagogy encompassing both child-initiated (unstructured) and teacher-guided (structured) play experiences that promote exploration, social interaction, and meaning-making, grounded in sociocultural and constructivist theories. This study examined stakeholders’ perceptions and observed associations between play-based learning and the social-emotional skills of five-year-old children in Fijian early childhood education (ECE) centres, incorporating both urban and rural settings. Employing a convergent mixed-methods design, quantitative and qualitative data were collected concurrently from 20 children, 20 teachers, and 20 parents using structured questionnaires, semi-structured interviews, and classroom observations. Quantitative findings revealed high agreement (90–100%) among teachers and parents that play-based learning is associated with emotional regulation, communication, empathy, problem-solving, and school readiness. However, these findings reflect perceived benefits rather than causal effects. Qualitative analyses revealed that structured and unstructured play, culturally responsive activities, and teacher facilitation were central to fostering socio-emotional growth. The findings also revealed contextual tensions, including parental preference for formal academic instruction and differences between urban and rural practices. Barriers, including resource constraints, curriculum pressures, and limited professional development opportunities, were also identified in the study. This study underscores the importance of culturally grounded play, teacher capacity building, and supportive policy frameworks to optimise social-emotional learning in Fiji’s ECE settings.