Exploring the role of learning through play in promoting multimodal learning among children: a pilot study in Chinese first-tier cities

• Published in: Frontiers in psychology Vol. 14; p. 1103311
• Main Authors: Li, Xiuhan, Zhang, Xiaoman, Zhao, Yongle, Zhang, Lu, Shang, Junjie
• Format: Journal Article
• Language: English
• Published: Switzerland Frontiers Media S.A 30.05.2023
• Subjects: learning through play; multimodal learning ecosystem; multimodal learning pedagogy; playful learning; Psychology; student-centered learning; playful learning; student-centered learning; multimodal learning ecosystem; multimodal learning pedagogy; learning through play
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2023.1103311

Play is an effective approach to engaging children in learning as an alternative to traditional lecturing. The Learning through Play (LtP) approach involves various modes of learning participation, including multi-sensory participation, interpersonal interaction, and hands-on operation, which can effectively motivate children to learn. This study implemented an LtP pilot survey in several first-tier cities of China, which included questionnaires and interviews. The results present the basic ecology of LtP in China, LtP effects on children's multimodal learning. We found that LtP has gained great popularity, both conceptually and practically, in China. LtP stakeholders recognize the behavioral, cognitive, and affective effectiveness of LtP for children's learning. The factors influencing the effectiveness of LtP include its structural weaknesses, the subjects involved, the environment, and culture. This study provides a reference for promoting the theory and practice of children's multimodal learning with a playful approach.