Play-Based Learning in the Digital Age: Reconciling Screen Time with Developmental Needs

Abstract

This qualitative study explores the alignment between digital screen time and developmental needs within play-based learning for early childhood education in Narowal, Pakistan. Grounded in Piaget’s Cognitive Development Theory and Vygotsky’s Sociocultural Theory, the research examines how digital engagement influences cognitive, social, and emotional development among young learners aged 3 to 7 years. A purposive sampling technique was employed to select information-rich participants directly involved in early childhood education and digital media use. The final sample included 20 participants, comprising 10 early childhood educators and 10 parents of children in the specified age group. Data were collected through semi-structured, in-depth interviews and analyzed thematically to identify major patterns in perceptions and practices. Findings revealed that while digital tools enhance engagement, introduce children to new learning opportunities, and support cognitive stimulation, concerns remain regarding overexposure to screens, reduced physical play, and limited interpersonal interactions. Participants emphasized the need for moderation, adult guidance, and the integration of interactive, age-appropriate content that aligns with developmental milestones. Teachers and parents acknowledged both the educational potential and the behavioral risks associated with screen-based learning. The study recommends a balanced approach to digital integration in early childhood education, combining screen-based learning with traditional play-based methods. It also advocates for professional development in digital pedagogy for teachers, awareness campaigns for parents, and the development of policy guidelines tailored to the cultural and contextual realities of early learners in Pakistan. By situating digital tools within a developmentally appropriate framework, the study contributes to the discourse on sustainable digital practices in early education, ensuring that children's holistic growth remains the central focus in the digital age.

Keywords: Play-Based Learning in the Digital Age, Reconciling Screen Time, Developmental Needs