Author(s)

Haina Liu

Corresponding Author

Haina Liu

Abstract

This study investigates the effectiveness of Play-Based Learning (PBL) in garnering improvement in mathematical skills and proficiency among children with Down Syndrome (DS). This study is embedded within Parten’s stages of play and developmental interaction approach and critically focuses on evaluating how PBL is effective in improving motor, cognitive and problem-solving skills. The study makes use of qualitative analysis using semi-structured interviews with five teachers whose responses reflect that collaborative and interactive play activities such as narration games or building blocks help in improving mathematical understanding and elevating critical thinking in children with DS. However, challenges concerning resource limitation, stakeholder resistance and inconsistent implementation pinpoint the need to implement standardized frameworks and increased support for achieving improved learning outcomes for DS children.

Keywords

Play Based Learning (PBL), children with DS, mathematical skills, mathematical proficiency, interactive learning