The Role of the Play-Way Method in Promoting Social Development among Early Childhood Education (ECE) Learners in the United States

Early childhood is a critical period for shaping social behaviors, communication skills, and peer relationships, forming the foundation for lifelong development. This qualitative philosophical inquiry study explored the play-way method’s role, a child-centered, activity-based approach, in social development among U.S. prekindergarten learners aged 3 to 5. Grounded in Vygotsky’s sociocultural theory, Dewey’s pragmatism, and Noddings’ care ethics, the method emphasized interaction, imagination, and exploration. Data were gathered through interviews with 15 educators, 5 administrators, and 5 policymakers, and observations in five diverse classrooms across urban, suburban, and rural settings. Findings revealed that structured play enhanced cooperation through group activities like building a castle, empathy via role-playing, such as acting as a doctor, conflict resolution through negotiation over shared toys, and peer engagement in pretend market games. However, resource shortages in rural areas hindered equitable access, exposing systemic inequities. Emergent themes included collaboration, emotional understanding, problem-solving, social bonding, and the need for equitable support, reflecting the method’s potential to foster social competence while highlighting universal application challenges. Recommendations emphasized integrating the play-way method into early childhood education (ECE) curricula, advocating for increased funding to address material gaps, comprehensive teacher training to support guided play, and policy reforms to ensure equitable implementation across diverse settings. This research suggested that targeted interventions enabled the play-way method to transform social development, offering a robust framework for inclusive ECE throughout varied U.S. contexts.