Enter your email address
Submit
Write your message
Department of Educational Sciences, Raf.C., Islamic Azad University, Rafsanjan, Iran. , robatyfatmeh@iau.ac.ir
Abstract: (30 Views)
Background: Social and cognitive development represent crucial dimensions of preschoolers’ growth, as these competencies serve as the foundation for successful adaptation and interaction with others. A lack of these skills may hinder children’s ability to engage effectively in social relationships and learning processes. Although previous studies have highlighted the effectiveness of active teaching approaches, direct comparisons between project-based and game-based instruction in preschool settings remain limited.
Aims: The present study aimed to compare the effects of project-based and game-based educational approaches on the development of preschool children’s social and cognitive skills.
Methods: This research employed a quasi-experimental design with pre-test, post-test, and control groups. The study population comprised all preschool boys enrolled in private schools in Kerman, Iran, during the 2023–2024 academic year. Seventy-five children were randomly selected and assigned to three groups of 25 participants each: project-based education, game-based education, and a control group. Data were collected using the Social Skills Rating System developed by Gresham and Elliott (1990) and the Cognitive Skills Scale by Peterson and McGee (1985). Educational interventions were implemented for the experimental groups over eight weeks, with 16 sessions (two 2-hour sessions per week), while the control group did not receive any intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA) via SPSS version 26.
Results: Findings indicated that both project-based and game-based instruction had a significant positive effect on children’s social and cognitive skills (p < .05). However, project-based instruction demonstrated greater effectiveness compared to the game-based approach. No significant changes were observed in the control group (p < .05).
Conclusion: These results highlight the critical role of active educational approaches, particularly project-based learning, in fostering preschoolers’ social and cognitive development. The findings underscore the importance of integrating project-based activities into preschool curricula and educational policies to enhance children’s early developmental competencies.
Aims: The present study aimed to compare the effects of project-based and game-based educational approaches on the development of preschool children’s social and cognitive skills.
Methods: This research employed a quasi-experimental design with pre-test, post-test, and control groups. The study population comprised all preschool boys enrolled in private schools in Kerman, Iran, during the 2023–2024 academic year. Seventy-five children were randomly selected and assigned to three groups of 25 participants each: project-based education, game-based education, and a control group. Data were collected using the Social Skills Rating System developed by Gresham and Elliott (1990) and the Cognitive Skills Scale by Peterson and McGee (1985). Educational interventions were implemented for the experimental groups over eight weeks, with 16 sessions (two 2-hour sessions per week), while the control group did not receive any intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA) via SPSS version 26.
Results: Findings indicated that both project-based and game-based instruction had a significant positive effect on children’s social and cognitive skills (p < .05). However, project-based instruction demonstrated greater effectiveness compared to the game-based approach. No significant changes were observed in the control group (p < .05).
Conclusion: These results highlight the critical role of active educational approaches, particularly project-based learning, in fostering preschoolers’ social and cognitive development. The findings underscore the importance of integrating project-based activities into preschool curricula and educational policies to enhance children’s early developmental competencies.
Article number: 11
Keywords: Project-based education, game-based education, social skills, cognitive skills, preschool children.
Type of Study: Research |
Subject:
General
Received: 2025/08/20 | Accepted: 2026/08/1 | Published: 2026/09/23
Received: 2025/08/20 | Accepted: 2026/08/1 | Published: 2026/09/23
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)