Play-based pedagogical interventions to foster socio-emotional and cognitive development in early childhood education
DOI:
https://doi.org/10.26555/jecce.v8i2.14588Keywords:
early childhood education, emergent literacy, play-based learning, socio-emotional developmentAbstract
Despite the emphasis on intentional, play-based pedagogies in the Portuguese OCEPE framework, little empirical evidence describes how these practices operate in rural preschool settings. This study examined how a sequence of intentional, play-based activities could support preschool children’s socio-emotional development, emergent literacy, environmental awareness, and healthy habits. A qualitative descriptive design informed by action-research principles was conducted with 18 children (ages 3–5) in a rural preschool in northern Portugal. Data consisted of classroom observations, field notes, reflective journals, and photographic records collected over ten weeks. Inductive thematic analysis was used to identify patterns of engagement and behavioral change. Findings indicated increased emotional expression, cooperation, and autonomy, alongside greater motivation for literacy-related play, early letter–sound awareness, and more environmentally responsible and health-promoting behaviours. These themes were consistently supported across qualitative data sources. The study provides practice-based evidence showing that integrating curricular guidelines with intentional, play-based pedagogies can foster holistic development in early childhood education, particularly in rural contexts.
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