Fozia Fatima, Saba Tariq, Maham Siddique, Sabir Ali, Nadia Shabnam, Rabbia Javed.
Effect of Play Based Learning on the Development of Logical Reasoning in Early Childhood Education.
Life Science Jan ;2(4):172-81.

Objective: To determine the effect of play-based learning on developing logical reasoning in early childhood education in Islamabad. Study Design: Quantitative quasi-experimental study and the pre-and post-experimental paradigm was used. Place and Duration of Study: The population of the current study included the students from Headstart School located in Islamabad from March 2020 to September 2020. Materials and Methods: The population was selected through cluster sampling technique. Sample size of 80 students with 40 each of control and experimental group were considered le. Both the groups were taught a course 'classification of vertebrates' in Science either through play-based (experimental group) or conventional method (controlled group) in a 45 minutes session, 5 days for four weeks. A pictorial self-developed test consisted of 6 questions based on understanding by design (UbD) was used. Descriptive (percentage and frequency) and inferential statistics were used for the analysis of data. Results: The control condition (Pre & Post) for the logical development and experimental condition (Pre & Post) was positively correlated. No effect of gender by the play-based learning in developing logical reasoning among students was found in both the control and experimental group at early childhood education. Conclusion: The relationship between experimental and control conditions for the logical development by using play-based learning was significant. The play-based activities based on the curriculum should be designed to ensure meaningful learning and long-term knowledge retention in children as it ensures a child's interest and fun factor.

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