Parental perception of play-based learning for children with special needs in early years

Abstract

Play-based learning offers numerous advantages for children with special needs, as it promotes skill development, enhances social interaction, and fosters emotional well-being. A qualitative study was conducted to explore parents' perceptions of the benefits of play-based learning for these children. Data were collected from ten mothers through four in-depth interviews and one focus group discussion. The data were analyzed using thematic analysis techniques. The results revealed that participants clearly understood play-based learning, emphasizing its multiple benefits for children with special needs. The mothers noted that play fosters brain development, creativity, and social and emotional connections. Additionally, it provides opportunities for active engagement and early learning. Participants highlighted that play supports the development of cognitive abilities, including problem-solving and critical thinking skills. However, the study also identified several challenges, such as limited resources, cultural differences, language barriers, resistance from traditional educational systems, a lack of teacher preparedness, and the need for supportive classroom environments. Based on these findings, the study recommends that parents, educators, and other stakeholders collaborate to create a supportive play-based learning environment for children with special needs, enabling them to grow and develop to their full potential. According to the study, play-based learning for children with special needs identifies that children learn most efficiently through active involvement and exploration in a fun, meaningful context, rather than through rote memorization or direct instruction. Play-based learning is intensely linked to the cognitive development of special needs children as it provides a safe and engaging atmosphere where they can vigorously discover, experiment, and practice critical thinking skills.