Bridging play and pedagogy: a case study on the effectiveness of guided play in developing early numeracy skills

Abstract

This study aimed to examine the effectiveness of guided play compared to the demonstration method in enhancing early numeracy skills among pre-primary children. The research aimed to investigate the impact of various teaching approaches on children's engagement, conceptual understanding, and motivation in learning fundamental mathematical concepts, including counting, classification, and comparison. The study employed a qualitative case study design, focusing on five children aged 5–6 years in an early childhood classroom. The sampling technique used was purposive sampling, selecting participants who represented varying levels of numeracy readiness. Data collection techniques included structured classroom observations, semi-structured teacher interviews, and documentation of student work. Each session was video-recorded to capture interactional details during learning activities. Data were analyzed through a thematic analysis, following open, axial, and selective coding, to identify patterns related to engagement, reasoning, and teacher-student interaction. The coding process ensured the credibility of findings through triangulation across data sources and reflective validation with the classroom teacher. The results indicated that guided play generated significantly higher engagement, curiosity, and collaborative behavior compared to the demonstration method. Children actively explored, verbalized reasoning, and corrected errors independently, supported by the teacher's guiding questions and scaffolding prompts. In contrast, the demonstration method produced more passive responses and shorter attention spans. Overall, the findings highlight that guided play offers a more effective and developmentally appropriate framework for teaching early numeracy. It promotes meaningful understanding, intrinsic motivation, and positive attitudes toward mathematics learning in early childhood education.