A Case Study on Exploring Guided Play in Promoting Cognitive Development in Early Childhood Education

Lye, Yoke Kuan (2026) A Case Study on Exploring Guided Play in Promoting Cognitive Development in Early Childhood Education. Guided Play and Cognitive Development in Preschool. (Unpublished)

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Abstract

This study examines how guided play is implemented to support cognitive development among preschool children in early childhood education settings. A qualitative approach was adopted, with data gathered through semi-structured interviews conducted via WhatsApp voice messages and face-to-face sessions involving five preschool teachers in Malaysia. The data were analysed using thematic analysis. The results show that guided play enhances children’s cognitive development through strategies such as scaffolding, questioning and structured play activities, which help to improve problem-solving, critical thinking, memory and language skills. Nevertheless, several challenges were identified, including time constraints, large class sizes and limited resources. The study brings out the significance of guided play and the need for increased support to improve its implementation in preschool settings.