PLAY TO LEARN: A LITERATURE REVIEW ON PARENTAL INVOLVEMENT IN PLAY-BASED EARLY MATHEMATICS

Abstract

The article looks at the link between parental attitudes and the practical application of play-based learning methodologies in early childhood mathematics instruction. Recognizing that early childhood is an important stage for establishing core cognitive and analytical skills, the study emphasizes the advantages of incorporating play into learning activities. While Malaysian educational policy and global research emphasize the importance of family involvement, there is still a disconnect between parents' confidence in the efficacy of play-based learning and its actual application. The study employs a mixed-methods approach, reviewing literature and surveying various stakeholders to identify challenges such as time limits, a lack of resources, and restricted collaboration among educators and parents. It also includes research from national and international contexts demonstrating the significance of environmental, psychological, and instructional elements in supporting early mathematical development. The findings recommend focused interventions that provide parents with resources, training, and support networks in order to improve children's mathematical learning experiences and outcomes through more consistent and informed home engagement.