The Effectiveness of Game-Based Learning Approaches on Early Childhood Cognitive Development: A Systematic Literature Review
Keywords:
Play-based learning, Cognitive development, Executive function, Early childhood educationAbstract
Play is widely regarded as the primary mode of learning during early childhood, yet the extent to which structured, play-based learning approaches reliably enhance cognitive development particularly executive function remains a question requiring systematic synthesis. This study aims to systematically review empirical evidence on the effectiveness of play-based learning approaches for cognitive development in early childhood (ages 3–6). Following PRISMA-informed procedures, articles published between 2015 and 2026 were identified through Google Scholar, ScienceDirect, PubMed/PMC, and Indonesian national journal portals (Jurnal Obsesi, Garuda), using keyword combinations such as "play-based learning cognitive development", "permainan edukatif kognitif anak usia dini", and "executive function preschool play". After screening for relevance, population (ages 3–6), and outcome (cognitive/executive function measures), a set of studies spanning experimental, quasi-experimental, longitudinal, and review designs was retained for thematic synthesis. The review finds that structured, rule-based, and adult-guided play activities are consistently associated with improvements in inhibitory control and cognitive flexibility, with somewhat more variable effects on working memory; findings further suggest that the specific type of play (educational games, traditional games, digital games, science-embedded play) matters less than the presence of clear rules, adult scaffolding, and repeated practice. Digital/educational games show promise but raise concerns about screen-time trade-offs and uneven evidence quality. The review concludes that play-based learning is a developmentally appropriate and largely effective strategy for supporting early cognitive development, and recommends that Indonesian early childhood educators prioritize structured, rule-based play formats including traditional games over unstructured free play alone when the explicit goal is cognitive stimulation.
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