Guided Play-Based Digital Learning in Early Childhood: Advancing Integrated Cognitive and Socio-Emotional Development
DOI:
https://doi.org/10.64421/ijels.v2i2.74Keywords:
Guided Play-Based Learning, Digital Learning, Early Childhood Education, Cognitive Development, Socio-Emotional DevelopmentAbstract
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.
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Copyright (c) 2026 Juan Carlos Mendoza, Natalia Isabel Ortega, Camila Belén Ruiz, Elena Beatriz Salazar (Author)
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