This study examines early childhood education (ECE) in India through a comparative analysis of play-based learning models from USA, Singapore, UK, Australia, Canada, Finland, Germany, and Japan. The reported research assesses how play-based learning can be adapted to India’s diverse socio-cultural, linguistic, and economic contexts, covering both urban and rural areas. Key challenges identified include limited parental awareness of the benefits of play-based learning, low prioritization of ECE among many migrant and rural families, a strong focus on academic preparation over holistic development, outdated teacher training, inadequate infrastructure, and underutilized technology. Using a mixed-methods approach—including quantitative surveys, qualitative interviews, and observational data—this study reveals shows Indian preschools often differ from international models that emphasize socio-emotional and cognitive development through play. The study also highlights global best practices, such as continuous teacher development, inclusive curricula, and technology-enabled learning, recommending these be adapted for India. Concluding with actionable recommendations, this research advocates for further studies to explore the impact of globally informed play-based learning in India, focusing on inclusivity, learning outcomes, and the role of technology in enhancing ECE quality across diverse socio-economic backgrounds.
Jha et al. (Tue,) studied this question.