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 the collection of quantitative data followed by qualitative data to gain a deeper understanding of how unstructured free play influences cognitive development among Standard 1 learners at Kiddies Primary School in Mzuzu. 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.
The findings showed that unstructured free play had a positive influence on learners’ cognitive development. Most teachers and administrators reported improvements in learners’ attention, concentration, language development, creativity, and problem-solving skills after play activities. Specifically, 67% of respondents agreed that free play enhanced attention and concentration, while 83.3% observed improvements in learners’ speech and comprehension. In addition, 66.7% reported strengthened problem-solving and decision-making skills. Classroom observations further revealed that learners remained focused for 10–12 minutes after play and used richer vocabulary during learning activities.
Although minor challenges such as over excitement and tiredness were noted, the overall findings indicate that unstructured free play significantly supports cognitive growth and classroom readiness among Standard 1 learners.