Play as Pedagogical Practice: Using Games to Support Elementary Students with Intellectual Disabilities

Abstract

Play-based activities occupy a central position in early and middle childhood education, functioning not only as recreational practices but also as meaningful contexts for social interaction, cognitive engagement, and the negotiation of diverse perspectives among children, including those with intellectual disabilities. Contemporary educational thought emphasizes that the early stages of schooling should prioritize playful learning environments, as these foster holistic development, accessibility, and active participation for learners with diverse cognitive profiles. Drawing on a play-centered pedagogical perspective, this study conceptualizes games as mediating resources through which children, particularly those who experience learning difficulties or intellectual disabilities, can develop reflective thinking, emotional well-being, and collaborative skills within inclusive classroom settings. The study was conducted in an elementary school, focusing on a Grade 5 classroom over a six-month period during the year, 2025. Employing a qualitative research design, the study examined how games and playful strategies were integrated into classroom instruction and how they functioned as learning tools for a diverse student population. Data were collected through sustained classroom observations and semi-structured questionnaires administered to the class teacher and the school principal. The findings highlight the pedagogical value of games in creating inclusive and engaging learning environments and underscore their role in supporting academic learning, social development, and participation among children with varying learning needs, including intellectual disabilities. The study calls for further research into the systematic integration of play-based pedagogies across elementary education, particularly to explore their long-term impact on inclusive instructional practices, learner engagement and developmental outcomes.

Keywords: Play; Early childhood; Pedagogy; Early Practitioners; Learning