EXAMINING THE INFLUENCE OF UNSTRUCTURED FREE PLAY ON COGNITIVE DEVELOPMENT OF STANDARD 1 LEARNER'S: A CASE STUDY AT KIDDIES PRIMARY SCHOOL IN MZUZU

This study examined the influence of unstructured free play on the cognitive development of Standard 1 learners at Kiddies Primary School in Mzuzu. Unstructured free play allows children to engage freely in activities of their choice, which supports key cognitive skills such as attention, memory, language development, creativity, and problem-solving. The study was guided by Piaget’s Cognitive Development Theory and Vygotsky’s Social Development Theory, which emphasize active learning and social interaction in children’s cognitive growth. Existing literature supports the role of free play in improving concentration, language development, and problem-solving abilities among young learners.An explanatory sequential research design was used, beginning with quantitative data collection followed by qualitative data to gain a deeper understanding of the findings. A total of 16 participants, including teachers, administrators, and learners, were selected using stratified and purposive sampling techniques. Data were collected through questionnaires, classroom observations, and focus group discussions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically.
The findings revealed that unstructured free play has a positive influence on learners’ cognitive development. The majority of teachers and administrators reported improvements in learners’ attention, concentration, language use, creativity, and problem-solving skills after engaging in free play. Specifically, 67% of respondents agreed that free play enhanced learners’ attention and concentration, while 83.3% observed improvements in speech and comprehension. Additionally, 66.7% reported strengthened problem-solving and decision-making skills. Classroom observations showed that learners remained focused for 10–12 minutes after play and demonstrated richer vocabulary and more independent thinking during learning activities.
Although minor challenges such as over excitement and tiredness were noted, the overall results indicate that the benefits of unstructured free play outweigh the challenges. The study concludes that unstructured free play significantly enhances cognitive growth and classroom readiness among Standard 1 learners. It recommends that schools and the Ministry of Education integrate unstructured free play into the curriculum and ensure the availability of appropriate play materials. Further research is recommended to examine the long-term effects of unstructured free play on academic performance.