Date of Award
5-9-2026
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Early Childhood Education
Capstone Instructor
Brian Boothe
Second Reader
Theresa Marty
Keywords
Play-based learning, social-emotional development, school readiness, executive function skills, early childhood education
Abstract
This paper examines the impact on social-emotional development when play-based learning is integrated into curriculum and practice. Play-based learning is widely accepted as best practice in early childhood education. Social-emotional learning provides the foundation for student success, equipping them with lifelong skills. Scholarly, peer-reviewed articles were analyzed to interpret the correlation between play-based learning and social-emotional development. The studies selected were published between 2013 and 2026 and selected based on their relevance to the topic of how social-emotional development is affected by play-based learning strategies. The findings of these articles indicate a strong correlation between play-based learning and the development of social-emotional skills. Furthermore, the findings highlight how the teacher's role directly impacts the integration of play-based learning, the development of social-emotional skills and school readiness, and the distinction between child-led and teacher-directed play. This research provides guidance and support to educators, new and experienced, in incorporating play-based learning strategies to foster social-emotional development.