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@article{187015,
        author = {Utkarsh Kumar and Niranjan Kumar and Ravi Bhushan Kumar and Shweta Kumari and Shalini Kumari and Ms. Shashika Tripathi and Dr. K. Latha},
        title = {A STUDY TO ASSESS THE EFFECTIVNESSS OF PLAY- BASED LEARNING AND SOCIAL DEVELOPMENT AMONG PRESCHOOL CHILDREN AT SELECTED SCHOOL OF SASARAM},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {6},
        pages = {3353-3358},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=187015},
        abstract = {Background: Early childhood is a foundational period in human development where cognitive, emotion, and social competencies begin to form. One of the most natural and effective methods for engaging young learners is play-based learning, which integrates play into educational experiences to foster holistic growth. This approach not only enhances academic readiness but also supports social development, including communication, cooperation, empathy, and problem- solving skills. According to Vygotsky’s sociocultural theory, play serves as a critical context for cognitive and social development, enabling children to internalize social norms and practice roles and interactions in a safe and imaginative environment (Vygotsky, 1978). In preschool settings, play provides opportunities for children to interact, negotiate, share, and succeeding in future educational environments.
Moreover, studies have shown that structured and unstructured play activities help improve self-regulation, language development, and peer relationships early learners. As global education systems increasingly emphasize academic outcomes, it is important to ensure that social-emotional learning is not neglected, especially in early childhood settings where these skills are most effectively developed. The early years of childhood are universally acknowledged as the most crucial phase for overall human development. During this formative stage, children acquire essential physical, cognitive, emotional, and social skills that shape their personalities and lifelong learning trajectories. Among these developmental domains, social development—the ability to interact positively with peers, form relationships, cooperate, share, resolve conflicts, and express emotions appropriately—is especially significant in preparing children for formal schooling and broader societal integration. In recent decades, there has been growing recognition of play-based learning (PBL) as a powerful and developmentally appropriate approach to fostering young children’s holistic development, particularly their social competencies.
Objectives: To find association between learning and social 
development and play-based uses among pre-school children. To find out the association social development related to the play-based assessment with selected demographic variables and social development.
Methodology: The research approach was descriptive approach and research design is one group. The study was conducted on preschool children at selected school of Sasaram. Randomized sample technique adopts. Number of samples is 60 who uses the play-based assessment frequently. Data collection was done by the survey by the researcher. Data was analyzed with descriptive and inferential statistics came up with following findings
 Result: The result show of the study is there 60 samples in pre-test 37% are poor development, 50% are fair development and 13.3% are good development after than post-test 10% are poor development, 70% are fair development and 20% are good development Statically there is no significant association was found
Recommendation: The finding of the present study can be used as guide of future research. Interventional study can be undertaken to improve the learning and social development. A study can be conducted in preventing aspect of dull. To make the recommendation to advice the play-based learning of pre-school children.
Conclusion: The present study was aimed at assessing the level of learning and social development among pre-school children and its consequences. This shows that variables had influence level of social development in the study.},
        keywords = {},
        month = {November},
        }