EXAMINING THE PSYCHOLOGICAL WELL-BEING LEVELS OF PRESCHOOL CHILDREN PARTICIPATING IN PLAY-BASED EDUCATIONAL ACTIVITIES

Abstract

This study aims to examine the psychological well-being levels of preschool children participating in play-based educational activities. Recognizing the critical role of early childhood education in supporting emotional and social development, the research investigates how regular engagement in play-based learning influences children's mental health and overall psychological wellness. A quantitative research design was employed, with data collected from 60 preschool children aged between 4 and 6 years. Socio-demographic information such as gender, age, and parents’ education levels were recorded. Psychological well-being was measured using a standardized scale, and the data were analyzed using independent samples t-tests and one-way ANOVA to identify significant differences based on demographic variables. Findings revealed that girls demonstrated significantly higher psychological well-being scores compared to boys. Additionally, psychological well-being improved with increasing age. Children whose parents had higher education levels showed notably better psychological health. Participation frequency in play-based activities varied, with most children engaging 3-6 days per week, which correlated positively with psychological well-being. In conclusion, play-based educational activities positively affect the psychological well-being of preschool children, with gender, age, and parental education serving as important influencing factors. These results underscore the need for tailored early childhood programs that consider these demographic variables to optimize children's mental health outcomes.

Keywords: Play-Based Learning, Psychological Well-Being, Preschool Children, Early Childhood Education