The Effect of Game-Based Learning on Children's Problem-Solving and Social Interaction Skills: A Theoretical Review
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https://doi.org/10.5281/zenodo.17584005Keywords:
Play-based Learning, Early Childhood Education, Problem-Solving Skills, Social İnteraction, Teacher FacilitationAbstract
This study examines how play-based learning can support the development of problem-solving and social interaction skills in preschool children. A theoretical review approach was employed to analyse research and developmental theories that explain the cognitive and social functions of play. The findings suggest that free and guided play experiences encourage children to develop strategies, experiment with ideas and adapt their actions in the face of uncertainty. Furthermore, social and dramatic play strengthen cooperation and empathy by facilitating the negotiation of meaning, emotional expression and perspective-taking. The effectiveness of this process depends on the structure of the play environment and the teacher’s role as a facilitator. Providing children with uninterrupted playtime, open-ended materials and opportunities to interact with their peers promotes deeper engagement in cognitive and social learning. Based on the literature, recommendations are offered to further support the educational value of play-based learning for educators, families, and future research.
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