A Study on effect of toy-based pedagogy on the academic achievement of Foundational Stage Students
DOI:
https://doi.org/10.36676/jrps.v16.i1.24Keywords:
Toy-based pedagogy, foundational stage, early childhood education, academic achievementAbstract
This research investigates the influence that toy-based pedagogy has on the academic performance of children who are in the foundational stage. The purpose of this study is to encourage the integration of play and learning in early education. During the formative years, cognitive, emotional, and social development are all very important. Toy-based pedagogy makes use of learning instruments that are both interactive and creative in order to nurture these areas of development. The goal of this strategy is to make learning more pleasurable and successful by involving students in activities that include hands-on participation and approaches that emphasise experiential learning. In this research, a quasi-experimental methodology is used, and a comparison is made between the academic achievement of students who were taught using traditional methods and those who were taught using toy-based approach techniques.
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