Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 4
Child Development Homes, Play-Based Learning, and Academic and Social-Emotional
Skills
Child development homes, also known as family childcare homes, are small, licensed, or
registered with the state. Early childhood education and early care businesses operate out of the
residence of the provider. Child development homes were started to provide a safe and nurturing
alternative for mothers who entered the work field. Child development homes provide child care
for a group of children in a home setting (Swartz et al., 2016). In 2022, the U.S. Department of
Health and Human Services recorded that 15% of children from infancy to age 1 year old, 14%
of children 1‒3 years old, and 12% of children 3‒6 years old attend family childcare (U.S.
Department of Health and Human Services, 2022). The earliest child development homes were
primarily friends and family members caring for children. Mothers’ participation in the
workforce has expanded dramatically since the 1960s, tripling from 24% in 1965 to 69% in 2018
(Chaudry & Sandstrom, 2020). Family childcare has become a necessity for many families of
young children.
Since 1960, requirements for child development homes and family childcare have grown.
Professionalism and quality of family childcare have improved over time, leading to
professionals providing early learning and care to children from birth to 5 years old in state-
regulated environments. The problem is that family childcare has been viewed as a place where
children go to “be cared for,” and no academic or social‒emotional skills are included in this
environment. McMahon (2015) explained, “Debates include the benefits or shortcomings of
sending children to childcare and early learning centers” (p. 87). An important consideration is
“the structure of the program [and] the quality of the program” (McMahon, 2015, p. 87).
Childcare in the home has evolved from friends and family care and “babysitting” to a profession
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 5
where childcare providers are becoming regulated for quality. It is perhaps important, too, for
policy makers to consider the positive impact that childcare can have on the economy.
(McMahon, 2015). Research has indicated numerous benefits for children to engage in quality
early childcare and education programs (McMahon, 2015). Quality initiatives include health,
safety, nutrition, and education. Quality early childcare education is essential for the health and
development of young children (Swartz et al., 2016).
Family childcare providers are increasing their professionalism by adding early childhood
degrees, professional development, and participating in quality rating state guidelines. Doherty
(2014) shared, “A substantial proportion of American, Canadian, and English preschoolers
regularly participate in family childcare making its quality of vital importance, for the children,
their parents, the school system, and the society in which they live” (p. 157). With state issued
quality improvements, communities (e.g., families, national leaders) continue to view early
childhood education and care as a place where children only receive “care” and “babysitting.”
Despite the importance of the first 3 years of life, they are the most underresourced time in the
human life span (Chaudry & Sandstrom, p. 186).
The purpose of this action research was to analyze whether children from birth to age 3
years old can learn academic and social–emotional skills in child development homes (i.e.,
family childcare homes) using play-based learning styles. Children participating in high-quality
child development homes experience child-directed play experiences. Caregiver‒child
interactions are a key predictor of children’s learning and development, the most critical
component of childcare quality (Chaudry & Sandstrom, 2020). Children are supported in their
authentic learning environment. The Nordic model of child development programs, referred to as
early childhood education and care (ECEC), has a reputation for providing high-quality care to
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 6
children, often described as a social pedagogic approach with a child-directed perspective
emphasizing children’s play, social development, active participation, and exploration (Nilsen,
2021).
Peer-reviewed journal articles were collected using the DeWitt Library at Northwestern
College, Google Scholar, and ERIC to collect scholarly journals. The scholarly journals used for
this literature review were published no more than 10 years ago. Articles chosen for this
literature review focused on family childcare homes, quality, and learning academic and social–
emotional skills using play-based pedagogy. The research defines (a) family childcare, (b)
quality childcare, (c) play-based learning, (d) academic and social‒emotional development for
children from birth to age 3 years old, and (e) the impact this child-directed learning has on the
growth and development of children.
The early years of life represent a critical window of opportunity for a child’s
development, a time when the brain is most sensitive to external influences (Raghavan & Ruta,
2022). Play provides opportunities for young children to explore ideas, experiment with
materials, and express new understandings (Edwards, 2017). Analysis of qualitative data may
reveal children in ECEC homes can indeed learn academic and social–emotional skills using
play-based learning. Developmentally appropriate, ongoing, observation-based learning
assessment occurs when teachers observe children during regular, everyday activities throughout
the year. Unlike formal or standardized assessments, which offer a narrow picture of a child’s
ability at a given moment, ongoing assessments offer a broader and more meaningful picture of
development (Louisiana Department of Education, 2022). Though child development homes are
underrepresented in the importance of high-quality ECEC that children receive in their first
1,000 days (about 2 and a half years), “infancy to school age is a vital time in the development of
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 7
children and the interactions and environments children are exposed to during this time are key
in predicting future outcomes” (McMahon, 2015, p.88 ). In the next section, the literature review,
will cover, Family childcare, neurological development, and play-based learning pedagogy.
Review of the Literature
Family Childcare
Child development homes, or family childcare, are widely used for children each day.
Children in these programs experience attachment, nurturing, safe environments, and educational
experiences. In the United States, children with employed mothers spend an average of 32 hours
per week in care, and approximately 60% of 3- to 5-year-old children are in nonparental care
(Sisson et al., 2019). According to the U.S. Census Bureau, family childcare, whether regulated
or unregulated, was used regularly by an estimated 946,000 U.S. preschoolers in Spring 2013
(Doherty, 2015). Reports from the National Survey of Early Care and Education Project Team
estimated the home-based childcare workforce to have approximately 115,00 listed and 919,00
unlisted providers for a total of approximately 1,035,00 childcare providers (National Survey or
Early Care and Education Project Team, 2013).
Family childcare is a place where children are physically and emotionally safe, and the
child’s well-being is protected. ECEC has substantial influences on the health of children and
positively influences the health behaviors of children (Sisson et al., 2019). High-quality family
childcare offers children a nonparent adult relationship where the child is supported in a
nurturing environment, which equally provides a provider‒parent relationship that is
collaborative and professional. Children attend programs that are home away from home spaces
and incorporate children of mixed age ranges. High-quality programs incorporate high-quality
standards that include qualified staff, low child-to-staff ratios, responsive interaction from staff
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 8
and a positive environment (McMahon, 2015). In the earliest times of development is a “time of
early childhood and healthy development, particularly of the brain” (McMahon, 2015, p. 88).
Early childhood is a critical period of developmental period and one that largely
determines health throughout the life course (Sisson et al., 2019). This critical time is beneficial
for neurological development. Neurological development is where the most substantial gains in
development occur within the first 1,000 days of life (Sisson et al., 2019). Sensitive periods for
optimal childhood development include the period from conception to 2 years of age, considered
the first 1,000 days of life, and from 2 to 5 years of age, the second 1,000 days of life (Koshy et
al., 2021). Early childhood is a pivotal time in a child’s life where quality care is paramount.
Child development homes and family childcare providers include “the ability to build family
relationships and community partners to support learning through culturally relevant
experiences” (Chaudry & Sandstrom, 2020, p. 178). Early childhood care and education require
standards of professionalism and quality to ensure child growth and development. Chaudry and
Sandstrom (2020) explained, “Quality systems such as (QRIS) and initiatives to professionalize
the early childhood workforce” (p. 181) have been developed, designed, and implemented in
child development homes, also known as family childcare, to ensure children are receiving high-
quality programming.
Internationally, professionalization has become a key policy strategy targeting quality
improvements in child development homes, or family childcare homes, using top-down
managerial strategies, including implementation of quality standards and increased workforce
qualifications (Irvine et al., 2023). A QRIS is a systemic approach to assessing, improving, and
communicating the level of quality in early care and education programs (Chaudry & Sandstrom,
2020). The European quality framework for ECEC was developed by a thematic working group
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 9
consisting of 26 European Union member states and a stakeholder group (Corral-Granados et al.,
2021). Definitions of quality ECEC have slightly different meanings to policymakers. Providers
identified seven components as necessary for quality family child care: (a) children’s physical
and emotional safety and well-being are protected, (b) the provider is affectionate and supportive
with each child, (c) the provider‒parent relationship is collaborative and professional, (d) the
setting looks and acts like a family home, (e) the home and neighborhood are used as learning
opportunities, and (f) the presence of a mixed age group is used as a learning opportunity and the
provider successfully addresses the challenges inherent in the occupation (Doherty, 2014).
The early years of a young child’s development are impacted by quality standards. Research has
shown the early childhood years are the most rapid period of human development (Chaudry &
Sandstrom, 2020).
Neurological Development
The early years can have a significant impact on shaping who people become (McMahon,
2015). During a child’s early years, their brains are developing new pathways that are rapidly
being formed and forming factors that will determine future behaviors. This time is when the
brain is flexible and adaptable. Chaudry and Sandstrom (2020) stated babies are highly sensitive
to environmental influences and their caregiving relationships in these years. This time is the
most promising for human development. Chaudry and Sandstrom (2020) added, “research in
child development and neuroscience shows clearly that children’s very early development and
learning occur in the context of relationships and experiences” (p. 173). In the earliest years of
life, an infant’s brain is forming at a rapid pace and is at its most flexible and adaptable. Through
interactions between caregivers (e.g., parents or childcare givers) and their environments, early
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 10
social–emotional and cognitive skills begin to form foundations for later development (Chaudry
& Sandstrom, 2020).
As scientific research develops, so does our understanding of the importance of a child’s
earliest years on brain development (McMahon, 2015). McMahon (2015) added early brain
development and neurobiology include much discussion on how to achieve the best outcomes for
children. Raghavan and Ruta’s (2022) mantra, “Eat, Play, Love,” summarized the need for
opportunities in environments of young children. At very young ages, children need
environments where they receive nutritious meals, safe spaces to play and learn, and a sense of
security. Raghavan and Ruta (2022) stated:
Evidence form neuroscience emphasizes the importance of nurturing care adequate
health, nutrition, responsive care, opportunities for learning and protection form harm and
abuse, to all young children to enable them to reach their full potential the first 1,00 days
of life shape a child’s future. (p. A1)
Koshy et al. (2021) stated there are sensitive periods of time for optimal childhood
development that include the time from conception to 2 years of age (i.e., the first 1,000 days of
life) and from 2 to 5 years of age (i.e., the second 1,00 days of life). Chaudry and Sandstrom
(2020) shared, “Despite the importance of the first three years of a child’s life, they are the most
under resourced time in the human life span” (p. 165). Despite “debates about child care
programs, benefits or shortcomings” (McMahon, 2015, p. 88), research has indicated when
ECEC programs have appropriate staffing and programs, childcare centers and child care homes
can have a “significant positive impact for children and families” (p. 88). There has been an
emphasis on how important the early years are in shaping who one becomes for brain
development and setting the foundation for future outcomes (McMahon, 2015).
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 11
Children who participate in quality early learning and care programs experience many
benefits, such as early recognition of developmental delays, improved cognitive functioning at
the time of starting school, improved educational attainment, reduction in poverty, social
inclusion, reduction in crime rates, and improved health outcomes (McMahon, 2015). Many
theorists have developed research on child development and have offered many “incites on how
the performance of individuals is simulated, sustained, directed and encouraged” (Saracho, 2021,
p. 15). Child development is not a single unified field with a single integrated set of theories, nor
does one theory or set of theories predominate (Saracho, 2021). Saracho (2021) summarized the
five child development theories that most impact early childhood educational development: (a)
maturation theory, genetically determined traits that contribute to developmentally appropriate
practice; (b) psychoanalytic, social–emotional development from human instincts; (c) ecological,
environmental approach; (d) behaviorist, modification of behavior through reinforcement; and
(e) constructivist theory.
The next section of this review explores constructivist theory. Constructivist theory
involves “individuals who energetically construct their own knowledge about their experience”
(Saracho, 2021, p. 19). Piaget’s theory stated, children use physical and social knowledge as the
basic sources and approaches for information (Saracho, 2021, p. 19). Further described by
Saracho, Piaget hypothesized a sequence of stages of intellectual development that characterize
the normal order of levels of understanding through which children progress during their
development. The stages described by Piaget include (a) the sensory motor stage, from birth to 2
years; (b) the preoperational stage, from 2 to 7 years; (c) the concrete operational stage, from 7 to
11 years; and (d) the formal operations stage, from 11 or 12 years through adulthood (Saracho,
2021).
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 12
Child development includes looking at children’s growth and behavior through developmental
theories. Saracho (2021) stated children progress at their own developmental rate (p.19). As scientific
research develops, so does one’s understanding of the impact of a child’s earliest years on brain
development (Saracho, 2021). As children begin to learn, ECECs must take a deeper look at children’s
holistic development. Holistic development in children includes the physical, cognitive, social–
emotional, moral, and affective development in early childhood education (Lunga et al., 2022).
Additionally, Zekarias and Zhao (2023) stated, “early childhood learns trough playing, observing simple
concepts using these to construct more complicated ideas and concrete and literal information “(p.
272).
Play-Based Pedagogy
Play-based pedagogy includes children’s activities associated with childhood and
fundamental to their development (Ljubetic et al., 2020). Zekarias and Zhao (2023) added,
“Children’s play is described as optimal learning times by Piaget’s (cognitive and physical
development) as well as Vygotsky’s (socio-cultural experiences) theories” (p. 273). Play is
beneficial and critical for helping children accomplish important social, emotional, and cognitive
developmental milestones (Zekarias & Zhao, 2023). Moreover, Nilsen (2021) stated, “Play is
essential in children’s’ lives and children’s right to play is a human right, stated in the United
Nations Child Convention article 31” (p. 32016).
Play-based learning is a context for learning through which children organize and make
sense of their social worlds as they engage actively with people, objects, and representations
(Edwards, 2017). Additionally, Lunga et al. (2022) stated that play-based pedagogy is a
comprehensive incentive that may be the most substantial element contributing toward the well-
being and development of young children within their early years of life (p. 1). ECEC
professionals understand that child development occurs from the bottom up. Lunga et al. (2022)
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 13
further explained children begin foundational sensory skills (i.e., see, hear, feel, touch, smell, and
taste), and these must be mastered before the next developmental step. As children age, Lunga et
al. (2022) added the years of childhood between 0‒9 years are most receptive to learning during
play and exploration, stating that a play-based pedagogy is globally regarded as the best
approach to learning in the early years.
Lunga et al. (2022) stated, “Children learn through different age-appropriate teaching and
learning pedagogies, it is important that we implement play-based methodology in the early
years” (p. 1). The Reggio Emilia approach (1950s‒1970s), an approach to ECEC developed in
childcare centers in Reggio Emilia, Italy (Stone, 2012), involves teachers supporting the child’s
interests. Stone (2012) emphasized the active participation of the practitioner during play with
the children in a valuable, co-learning atmosphere by sitting alongside children and facilitating
play (Dotson-Renta, 2016; Lunga et al., 2022). Lunga et al. (2022) explained play-based
education and playing for children supports the child in a holistic approach. Further, holistic
development refers to:
All areas of development in young children, as moral, affectionate, physical, intellectual
(cognitive), emotional and social development, as well as language development. The
holistic development of young children equips them with skills to resolve problems,
communicate and interact with others, build friendships and relationships with peers and
significant adults. (Lunga et al., 2022, p. 2)
Additionally play-based education and holistic learning support fine motor development, gross
motor development, self-regulation skills, language, and literacy skills (Lunga et al., 2022).
Despite research, many guardians still believe structured activities have more learning
value than play-based learning (Grob et al., 2017; Kessel, 2018). Play-based learning should be
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 14
valued not only for academic skills but also for self-regulation, emotional control, executive
functioning, social understanding, and creativity (Bergen, 2018). Play is much more than just
playing with toys or children running around without structure, play-based learning, according to
Nilsen (2021), involves activities that children perform for the sake of enjoyment. Children have
play experiences that include dramatic play, fantasy play, exploratory play, manipulative play,
small-world play, and games with rules (Lunga et al., 2022). Ljubetic et al. (2020) added, “the
benefits of children’s play are multiple” (p. 122). Play supports development of speaking,
listening, and observation skills, development of the ability to follow complex instructions, to
wait for one’s own turn, perseverance, building self-esteem, respect for others, tolerance,
honesty, empathy, responsibility, and recognizing and understanding one’s own and other
peoples’ feelings (Ljubetic et al., 2020). Providing education about how children learn in play-
based environments is critical for parents and administrators to understand the value of play-
based learning in family childcare programs, also known as child development homes.
Methods
Participants
This action research paper was designed to determine if using play-based learning
pedagogy supported children’s academic and social‒emotional skills by placing materials in the
environment, providing minimal teacher direct instruction, and using observation tools (e.g.,
video documentation, anecdotal notes using the Teaching Strategies GOLD web). This action
research study took place in a family childcare home in Winterset, Iowa. The study was
completed in a mixed setting that operates 5 days per week from 7 a.m. to 5 p.m. The children
who attended the program ranged in age from 15 months to 4 years old and were made up of six
girls and three boys. The children were all White and spoke English. Research and
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 15
documentation using Teaching Strategies GOLD Assessments for this program began in Fall
2023 and Spring 2024. Observational notes and data were based on GOLD standard assessment,
which is an authentic, observational assessment system for children from birth through
kindergarten, designed to help get to know children well, what they know and can do, their
strengths, needs, and interests (Louisiana Department of Education, 2022).
During this time, no other assessments were needed to provide information on each
child’s development in the academic area, focusing on specified mathematics and specified
social‒emotional domains. Using Assessment GOLD documentation is a reliable source of
information and assists teachers when guiding informed planning and instruction and aids in
identifying children who might benefit from special help, screening, or further evaluation
(Louisiana Department of Education, 2022). Moreover, Teaching Strategies Assessment GOLD
allows ECEC professionals to communicate and send any reports to the families. The second part
of Teaching Strategies GOLD assessment is to collect and gather child outcome information as
part of a larger accountability system to provide reports to administrators to guide program
planning and professional development opportunities for ECEC professionals (Louisiana
Department of Education, 2022). For this research, the primary focus was providing children
with a rich play environment, including materials needed for students to use and develop specific
mathematic skills, adding new concepts and skills. A rich play environment utilizing social‒
emotional problem-solving materials was designed to support children with how to solve social
problems, and each aided in determining if children learned using play-based pedagogy.
Variables
For this action research, the independent variable I studied was play-based learning in a
childcare setting versus a care provider’s direct instruction. The dependent variable was the
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 16
children’s growth in their academic and social–emotional skills. There were confounding
variables in the study, including gender of the children, their ethnicity, differing age ranges, and
their socioeconomic status. All children in the family childcare early learning program were
English speaking and did not need individual education plans. Data collection included using
observational notes of students during their play time and information collected was uploaded to
Teaching Strategies GOLD to assess the information as an indicator of development and
individual growth. The observations are considered qualitative data, and the data from GOLD
assessment are quantitative and qualitative. The confounding variable data was quantitative.
Research done by the family childcare early learning provider do not have the reliability
and validity of information that would be available, such as GOLD data that comes from
Teaching Strategies GOLD and has completed studies to determine validity and reliability
(Louisiana Department of Education, 2022). GOLD data are from Teaching Strategies, a
curriculum and assessment tool implemented in the child development home. All information on
children, such as age, gender, and family payment, were listed on the intake form in GOLD
assessment. All observable information and data were put into the GOLD standard assessment
portfolio, organized by child and objective, and were used on my computer, app on a phone, or
app on an iPad. The following is an assessment cycle, according to Teaching Strategies GOLD
assessment, is a continuous cycle of observing and collecting facts, analyzing, and responding,
evaluating and summarizing, and planning and communicating with others (Louisiana
Department of Education, 2022).
To be considered reliable with teaching strategies GOLD, educators are required to
become interrater reliable using teaching strategies GOLD interrater reliability screening
certification. Interrater Reliability Certification is a certification tool. It is not designed to train
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 17
the teacher or evaluate a person as a teacher. Its purpose is to support the teacher’s ability to
make accurate assessment decisions. Teaching Strategies GOLD is rigorously and regularly
tested, GOLD yields reliable, valid, and culturally sensitive information. With interrater
reliability certification for teachers, administrators can ensure a valid and reliable assessment
process at scale (Louisiana Department of Education, 2022).
Research Questions and IRB Exemption
The research questions this study attempts to answer are as follows:
• How does play-based pedagogy enhance and provide academic growth for children?
• Can a play-based child development home increase social–emotional skills?
The educational practice to be evaluated will be the normal educational practices that are
activities that are routinely used in similar educational settings and have an institutional review
board exemption. No student names are given in the data and analysis, and there was no
disruption to students’ normal preschool days.
Data Collection
To begin the action research, observational documentation was collected and analyzed by
the child development home provider. The information was evaluated for qualitative review
using Teaching Strategies GOLD assessment scores from Fall 2023 assessment and Spring 2024
assessment data to determine if growth occurred. I used a mixed-method study to obtain
qualitative and quantitative data to support the research questions. Using a dependent variable t
test to determine Fall 2023 to Spring 2024 changes.
Knowing that my age groups were between 15 months and 4 years at the time of the
study, some areas of observation may not have applied to students younger than 3 years old
because of developmental readiness. The data include the math portion, such as number
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 18
identification, connecting numerals with their quantities and shape identification. Using the
Teaching Strategies GOLD Mathematics Objective 20 uses number concepts and operations.
Dimension A counts, Dimension C connects numerals with their quantities, and Objective 21
Dimension B understands shapes (Louisiana Department of Education, 2022). The child
development home placed intentional materials such as puzzles that included numbers 1 to 10
and their quantities, numeral cards to place objects on to match the number listed, and
opportunities for children to count at mealtimes (e.g., how many napkins were needed).
Additionally, the attendance chart gives children the opportunity to count the number of students
at school and those who were not at school. In conversations students had with one another, the
teacher observed students who could identify and name numbers on number cards. Materials
such as blocks, magnatiles, and shape puzzles were included in the space to allow children to
explore and classify shapes, letting children manipulate, draw, compare, describe, sort, and
represent the shapes in a variety of ways. (Louisiana Department of Education, 2022). During
free play, students used these materials to work independently. Direct instruction is limited
during independent play time. In this child development home, children are given 90 minutes of
free play to choose materials and centers to play in. During this time the teacher took
observational notes using the Teaching Strategies GOLD child portfolios to collect notes that are
analyzed and evaluated and used to determine child developmental level.
Free play is a time when students are free to choose what work they want to do or what
interest area they would like to be in. As a child development home provider, guidance was
limited, and it included reminding students they should tidy up the area to make the materials
ready for the next person who would like to work with the materials when they were finished
with an area. For example, one student may want to take puzzles to the table and then put their
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 19
materials away, or another student may want to join in. They may choose to take their puzzle to
the blocks and make believe they are creating a world where the blocks are like people and the
blocks become the homes of the puzzle pieces. With a mixed age group, care providers must
continue to create safe environments. Safe could mean art materials are put away prior to leaving
the table and materials such as counting cards be placed where small children cannot reach them.
Using observational analysis and evaluation the observational data, in each student’s portfolio, is
used to determine development and learning. After evaluating student data, data were analyzed
and evaluated for what level each child has reached using the objectives and their examples to
guide the analysis of information-based pedagogy.
Development of social‒emotional skills were collected using the same method as the
mathematics portion of this actions research, Teaching Strategies GOLD assessment, using the
social‒emotional objective and dimension. Using observational documentation in each student’s
portfolio, analyzing and evaluating collected observations is used to determine development and
learning. These were the objectives that were measured: (a) Objective 1: regulates own emotions
and behaviors, Dimension A: manage feelings; (b) Objective 2: establishes and sustains positive
relationships, Dimension 2B: responds to emotional cues; and (c) Objective 2: establishes and
sustains positive relationships, Dimension 2C: interacts with peers, learning to recognize and
respond to the emotional cues of other people involves learning a set of skills that adults model
(Louisiana Department of Education, 2022).
ECEC professionals need to see if the student was able to regulate their emotions and
behaviors (Louisiana Department of Education, 2022). Additionally, the ability to enter
successfully into ongoing social interactions is an important social skill. The final measurement
is Objective 3: participates cooperatively and constructively in group situations, Dimension 3A:
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 20
balances needs and rights of self and others and 3B: solves social problems (Louisiana
Department of Education, 2022). Data on GOLD assessment also gave me quantitative data to
determine growth in social–emotional development. Prior to the beginning of this study, students
were taught how to use problem-solving steps in whole group settings. The problem-solving
steps (Solution kit: Classroom edition (large) - national center for ... 2024) asked students the
following:
• Step 1. What is my problem?
• Step 2. Think, Think, think of some solutions.
• Step 3. What would happen if? Would it be safe? Would it be fair? How would
everyone feel?
• Step 4: Give it a try!
This social skill has visuals that support children who are unable to read. Students used visual
problem-solving steps to solve a social problem between students. The teacher would observe
students in free play, using the observational tool from Teaching Strategies GOLD, collecting
video documentation of students using the problem-solving poster and solution choices. The
GOLD documentation in each student’s portfolio would include notes with each video
documentation, using Teaching Strategies GOLD would be analyzed and then evaluated to
compare a child’s skills and behaviors to research-based indicators of learning and development.
The scores from Fall 2023 and Spring 2024 were put onto a graph. Using the graph, information
was then used to determine if student growth had been made using play. When the child would
attempt the problem-solving steps, often with teacher support, the teacher would guide the
student to the solution cards. These cards are pictures of possible solutions to help the children
solve their social problems. The scores from Fall 2023 and Spring 2024 were put onto a graph.
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 21
Using the graph, the information was then used to determine if student growth had been made
using play.
Findings
Data Analysis
Quantitative Data
Table 1
Title of Table 1
Dimension
Fall
Spring
1a.
0
8
3a
7
3
3b
5
6
20a
7
7
20c
8
7
21b
7
3
Mean
5.833333333
5.666666667
Standard deviation
2.562550813
2.160246899
APA Write-up
(M = 5.83, SD = 2.56)
(M = 5.67, SD = 2.16)
The goal of this action research was to determine if children in child development homes
using play-based learning develop academic and social–emotional skills. The table used for this
action research represents the quantitative data for Fall 2023 mathematics dimension, social‒
emotional dimension Teaching Strategies GOLD objectives, and dimensions for mathematics
using Fall 2023and Spring 2024 scores from Teaching Strategies GOLD assessment (see
Appendices A and B). During the 90-minute free play, observational notes were used to analyze,
evaluate, and determine the skill and behavior of the student to the research-based indicators of
learning and development. The table indicates Fall 2023 dimensions averaged a mean of 5.83 (M
= 5.83, SD = 2.34), and Spring 2024 mean of 5.67 (M = 5.67, SD = 1.97) using the same
dimensions for both mathematics and social‒emotional skills. Results of the dependent samples’
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 22
two-tailed t test indicated a difference between the winter and spring observational analysis of 5,
indicating that Fall and Spring scores differentiated by 1. The qualitative data on the graphs
indicated intentionally placing materials in the environment supporting math objectives and
domains included 20A: counting materials, and 20C: connects objects with their quantities.
Children were observed counting out blocks, ensuring there were equal amounts being used by
each, noticing at times that one child had more than the other child, and for 21B: identifies
shapes, children were observed using blocks asking for the rectangle block or the square
magnetic tiles. The fall graph indicated for Objective 20A, 11.11% of students were below
expectation, 77.78% of students met expectations, and 11.11% of students exceeded expectation.
The spring graph showed 22.22% of students were below expectations, and 77.78% met
expectations.
The fall graph indicated Fall Objective 20, dimension 20c: connects numerals with their
quantities. Results suggested 11.11% of students fell below expectations, 77.78% of students met
expectations, and 11.11% of students exceeded expectations. Spring indicators for Objective 20,
dimension 20C, 22.22% of students fell below expectations, 77.78% of students met
expectations, and 0% of students exceeded expectations. Fall Objective 21-dimension 21b,
identifies shapes, indicated 11.11% of students were below expectations, 77.78% met
expectations, and 11.11% exceeded expectations. Spring indicators for this objective included
22.22% of students were below expectations, 77.78% met expectations, and 11.11% exceeded
expectations. This information became inconclusive because a student in the GOLD standard
assessment incorrectly listed the birth year of one student. Because of this, the class graph was
determined inconclusive at this point of the GOLD documentation.
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 23
Teaching Strategies GOLD observation, anecdotal documentation, and video
documentation of students during free play specifically were used to determine if students’
social‒emotional skills were enhanced and learned. Appendix A indicated the percentages of
students below expectation, meeting expectation, and exceeding expectation for fall objectives
and dimension for social–emotional skills. Specific attention to Objective 3-dimension b, solves
social problems, indicated in the fall, 33.33% of students fell below expectations, 55.56% of
students met expectations, and 11.11% of students exceeded expectations. Spring indicators for
Objective 3, domain b, solves social problems, stated 11.11% of students fell below expectations,
66.67% of students met expectations, and 22.22% exceeded expectations. As indicated in the
math data collection, this information collected in each graph is inconclusive. Human error listed
a child’s birth date incorrectly by 2 years. As a result, the information would be inconclusive.
Using individual student information would indicate information in a different outcome. For the
protection of the children’s identity per IRB, a class graph was used.
After reviewing the objectives included in this study, information gathered from the
spring checkpoint data could still be reviewed for individual students with correct variables and
used to support students during free play time to make purposeful play-based learning activities
in each center space and time despite the incorrect birth year. When thinking of how to prepare
centers for play-based learning activities for each age range of students, teachers engaged in
hands-on play-based learning activities. These activities included the interests of differing age
groups, strengths of each individual student, and areas of need for each student. During free play
times, as the observer for students, there were times when providing suggestions, modeling
problem-solving skills, offering solutions cards, and advising in communication skills for those
students who have not developed the skills needed. The whole class data for Spring 2024 has
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 24
proven inconclusive, due to human error—one child had an incorrect birth year by 2 years. When
a child’s birth year is not accurate, the child’s individual data in social–emotional skills and
mathematics would read differently. The child’s birth year indicates the class and grade range for
expectations. When a child’s birth year is off by 2 years, the scorer indicates the child is at a
higher level class and grade range. This would indicate the child’s analyzed data score is higher
than they would have scored in Teaching Strategies GOLD assessment. This was concluded by
reviewing and comparing Teaching Strategies GOLD Fall 2023 and Spring 2024 checkpoint
data.
Discussion
Summary of Major Findings
The action research was to determine if children in child development homes that use
play-based learning learn academic and social‒emotional skills. During this study, an area of
major finding was that human error does affect the outcome of indicators in Teaching Strategies
GOLD. I did not include the graphs of percentages for developmental growth, the major area of
finding included accuracy of variables. Without accurate variables such as birth year, when using
Teaching Strategies GOLD, analyzing and evaluating the reasonable expectations of
development and indicated the child was above expectation. Using tools for observation of play-
based learning was a valid source of documentation for accurate student information.
A second major area of finding included origins of developmental theories, maturation,
constructivist, behaviorist, psychoanalytic, and ecological theory. Child development and
learning is complex (Louisiana Department of Education, 2022). Ljubetic et al. (2020) added
depending on the child’s age, development, and personal characteristics may invite into their
play. Further, if adults are included in child’s play, they may play different roles (e.g., observer,
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 25
manager, facilitator, mediator, active participant) in the play (Ljubetic et al., 2020). Deepening
an understanding of developmental theories of how children learn, broadens one’s thinking that
maybe one way of learning may not be every child’s way of learning. Saracho (2021) stated
developmental theories offer early childhood education researchers and educators’ information
about young children’s interests and capabilities at various age periods. Saracho (2021) further
stated, “consequently, children should be considered separately and be assessed based on
developmental norms before beginning a research or educational plan and establishing
expectations.” Teaching Strategies GOLD assessment addresses this when observational data is
collected. Student age is considered using the color bands that represent the differing age groups
or classes and grades. Teaching Strategies GOLD reflects the knowledge there is not a typical
progression for each objective. Development and learning are uneven, overlapping, and
interrelated (Louisiana Department of Education, 2022). Observational anecdotal evidence was
recorded by individual child and can be graphed as an independent child’s observational growth.
For this research, the whole class profile was used when graphing objectives and their dimesons.
This was done to protect the children used in this study.
Limitations of the Study
Limitations of this study include the number of students, the mixed age ranges, and
ability of each student. Although there were specific scientific data in peer-reviewed journal
articles to support play-based learning being an effective tool in child development homes, there
are limitations to findings. The study took place from Fall 2023 to Spring 2024. During this time,
developmental growth occurs naturally, so it is difficult to prove a play-based environment
enhances a child’s maturation.
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 26
The study was limited to observation. Attempts to small groups were made as well.
Interruptions from younger age children often occurred, limiting focus from students. The area of
the study was limited in space. Students’ centers included material for ages 12 months to 4 years
old. This often-frustrated older students because younger children took the toys. Younger
children’s learning styles include exploration of materials and cause and effect. Social skills are
limited compared to 2- and 4-year-old students.
To depict enhancement of development and learning in academic and social–emotional
skills accurately, adding to the sample size, similar environments, and specific child
development home provider instruction could change the outcome. In addition, observing
children with the same developmental age range, would aid in accuracy of determining growth
and development of children in play-based atmospheres.
Further Study
A next step to further this action research could be done on a larger scale, including more
child development homes and over a longer period. This would include interventions in place for
other child development homes to put in place. The interventions included are developmentally
appropriate play-based learning environments for Fall 2024 checkpoints into Winter 2024
Teaching Strategies GOLD checkpoints. Using a control group and an experimental group may
give broader outcomes of growth or decline in scores where play-based learning is being
implemented.
A second future step could be to educate and promote more parent involvement to help
students develop their social and emotional skills. Child development home providers can
provide families with educational materials that include ways families can support their child’s
learning through play. The information to families would include what play-based learning is and
Child Development Homes, Play-Based Learning, Academic and Social–Emotional Skills 27
the benefits of play-based learning at home and in child development homes. The information
would show how to set up positive learning environments to encourage the child or children’s
skill development, and potentially, this information could be given to other child development
homes to use as family communication. It is also information for the child development home
provider to set up their professional environment.
In ECEC, there is a split on when and where children can learn. Child development
homes are spaces where children learn attachment and safety. Both are important when children
begin to learn. A child’s first 2,000 days of life are the most influential. Parents, society,
administrators, and legislators can learn from research that shows how impactful play-based
learning environments can be in academic and social skills of children.
Conclusion
This action research project gives information to support the use of play-based learning in
child development homes. Play-based learning environments support and enhance academic and
social–emotional skills in child development homes. When child development home providers
use developmentally age-appropriate material and create engaging learning experiences this can
enhance growth in academic skills and social-emotional development of children. The nine
mixed-age children in this child development program included in this action research gained
skills from the experiences that took place during their play. Though the data are inconclusive in
this action research as a class, individual growth could be concluded. Continued research on a
larger scale would be beneficial to this action research.
