Play-Based Learning and Student Outcomes: Evidence From Preschools in Rural China

• In Event: Understanding the Dynamics of Low-Resource Early Childhood Education Settings in Rural China

Abstract

The importance of play-based learning has recently piqued the interest of many researchers across the world. Research in western, industrialized countries has shown the benefits of play-based learning for healthy child development. The topic becomes more complex in non-western, developing countries as play is uniquely shaped by societal norms and traditions and less is known about the academic gains associated with play-based learning. This study investigates the relationship between play-based learning and student outcomes, adjusting for teacher experience and parental presence, in a sample of 676 preschool students, 70 head teachers and 68 classrooms from 9 villages within the One Village One Preschool project in rural China.
Our research question is: Does play-based learning predict language and emergent literacy as well as early mathematics outcomes of young children in rural China? Would the relationship hold if we adjust for teacher experience and “left-behind status” of the children? We found a significant association between play-based learning and early mathematics outcomes. However, we did not find evidence of a relationship between play-based learning and language and emergent literacy outcomes. Our unexpected results contrast with western literature and highlight the importance of culture and context in play-based learning.
Although further research is needed to understand the mechanisms that led to our findings, one potential explanation for our results is the amount and availability of play materials in classrooms. We saw evidence of only a few language related play materials in very few classrooms as compared to almost ubiquitous access to math-related play materials such as manipulatives and LEGO blocks. Another possible reason for our results is that culturally Chinese teachers and parents prioritize mathematics skills over language skills. Current research shows that both parents and teachers spend more time engaging with children on math related topics.
Our study contributes to the literature on play-based learning and student academic attainment. This analysis is especially interesting because it sheds light on a rural, low-income population in a developing country that has not been studied before. The fact that our mixed evidence contrasts findings in the Western context is also worth noting; that play-based learning is associated with favorable outcomes in early mathematics, but not language and emergent literacy skills. Therefore, this preliminary investigation opens an exciting opportunity for studies to causally link classroom play and early academic success and add to the conversation around teacher development, play-based pedagogy, and specific strategies for implementing play-based learning in classrooms in rural, developing country contexts.

Authors

• Felicia Soemarjono, Vanderbilt University

• Keya Lamba