Document Type
Article
Publication Date
Spring 2026
Abstract
This inquiry-based research study examined how play-based learning supports early academic-related learning behaviors for an individual child in a preschool early childhood special education (ECSE) classroom. The purpose of this study was to understand how engagement, persistence, and problem-solving developed over time through play-based experiences and teacher facilitation. Data were collected over a four-week period using multiple tools, including structured observation checklists, frequency and duration recording sheets, anecdotal field notes, and reflective journal entries. The findings of this study suggest that play-based learning supported the development of early academic-related learning behaviors, as the child demonstrated increased engagement, improved persistence, and stronger problem-solving skills over time. Additionally, teacher facilitation played an important role in supporting the child’s development, especially during the early stages of the study when the child needed guidance and scaffolding. As the observation period progressed, the child demonstrated increased independence and required less direct support. Although the study was limited to one participant in a single classroom setting, the findings contribute to the growing research that supports play-based learning as a developmentally appropriate and effective instructional approach. Implications for practice include the importance of intentional teacher facilitation and systematic observation to support student learning in early childhood classrooms.