ENHANCING SCHOOL ADAPTATION THROUGH THE PLAY–LEARNING CONNECTION

<doi>10.24250/jpe/2/2025/RSP/RIH/</doi>

Abstract

Beginning formal schooling represents a critical
developmental transition, requiring children to adjust to
novel academic, social, and behavioral expectations.
Research increasingly demonstrates that play—
particularly guided play—supports this adaptation by
fostering self-regulation, executive function, motivation,
and socio-emotional well-being while strengthening
foundational literacy and numeracy. This review
synthesizes conceptual and empirical literature connecting
play and learning to the processes of school readiness and
adaptation. After outlining theoretical frameworks that
justify playful learning, we examine current evidence from
meta-analyses and intervention studies, highlight
mechanisms linking play to adjustment, and discuss
implications for educational practice and policy. Findings
converge on the conclusion that play is not merely a
recreational activity but a developmentally aligned,
academically rigorous approach that can promote
equitable, positive transitions to school.