Exploring the potential of play-based learning interventions for academic success: An action research project on improving preschool students' number mastery
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https://doi.org/10.5281/zenodo.10903024Keywords:
play-based learning, number fluency, number mastery, preschoolAbstract
This action research project aimed to improve preschool students' number fluency through a six-week play-based learning intervention. The study collected data from students' GOLD assessment checkpoints and weekly formative assessments. The results showed a significant increase in students' number mastery (1-10 counting) from 40% to 60%, with even higher progress for those going into kindergarten on counting 1-20. The findings suggest that students of all backgrounds, including Special Education and ELL students, can achieve academic success with the right learning environment. The study highlights the potential of play-based learning interventions for enhancing early childhood education.
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