PLAY-BASED LEARNING AND COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD: PEDAGOGICAL APPROACHES AND PRACTICAL IMPLICATIONS

This article investigates the pedagogical impact of play-based learning on cognitive development in early childhood, using a quantitative research methodology. Framed within constructivist and sociocultural learning theories, the study explores how various forms of structured and unstructured play contribute to the development of core cognitive skills such as attention, memory, language, and problem-solving among Romanian preschoolers. Based on a representative sample of 100 educators from Dolj County, Romania, this research reveals strong correlations between play-centered pedagogy and perceived improvements in children’s cognitive performance. The findings underscore the importance of integrating purposeful, guided play into national preschool curricula and teacher training programs. Practical recommendations and directions for future research are also offered.