Analyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis

This mixed-methods study investigates the impact of play and educational toys on cognitive (e.g., problem-solving) and emotional (e.g., empathy) development in elementary students aged ۶–۱۲. A PRISMA-guided systematic review of ۸۷ articles from Scopus, Web of Science, PubMed, SID, and Magiran (۲۰۱۰–August ۲۰۲۵), combined with a VOSviewer co-authorship network analysis of ۷۸ researchers, reveals key insights. Structured play (e.g., puzzles, robotics) enhances cognitive skills in ۷۱% of studies, supporting STEM success, while group play (e.g., role-playing) fosters emotional growth in ۴۷% of cases, vital for socio-emotional learning. Five research clusters emerged: structured play, digital toys (up ۳۵% post-۲۰۲۰ with AI tools), outdoor play, free play, and mental health. Influential authors like Pyle bridge these domains. Unlike prior cognition-focused reviews (e.g., Rezaei et al., ۲۰۲۰), this synthesis offers a holistic perspective, advocating play-based curricula and teacher training. Limitations include reliance on secondary data, a ۶–۱۲ age focus excluding developmental continuities, and lack of longitudinal evidence. Future research should explore long-term emotional effects, cultural variations, and use random-effects models for heterogeneous studies, emphasizing Iran’s context and COVID-۱۹’s influence. This mixed-methods study investigates the impact of play and educational toys on cognitive (e.g., problem-solving) and emotional (e.g., empathy) development in elementary students aged ۶–۱۲. A PRISMA-guided systematic review of ۸۷ articles from Scopus, Web of Science, PubMed, SID, and Magiran (۲۰۱۰–August ۲۰۲۵), combined with a VOSviewer co-authorship network analysis of ۷۸ researchers, reveals key insights. Structured play (e.g., puzzles, robotics) enhances cognitive skills in ۷۱% of studies, supporting STEM success, while group play (e.g., role-playing) fosters emotional growth in ۴۷% of cases, vital for socio-emotional learning. Five research clusters emerged: structured play, digital toys (up ۳۵% post-۲۰۲۰ with AI tools), outdoor play, free play, and mental health. Influential authors like Pyle bridge these domains. Unlike prior cognition-focused reviews (e.g., Rezaei et al., ۲۰۲۰), this synthesis offers a holistic perspective, advocating play-based curricula and teacher training. Limitations include reliance on secondary data, a ۶–۱۲ age focus excluding developmental continuities, and lack of longitudinal evidence. Future research should explore long-term emotional effects, cultural variations, and use random-effects models for heterogeneous studies, emphasizing Iran’s context and COVID-۱۹’s influence.

کلیدواژه ها:

Play ، Educational Toys ، Cognitive Development ، Emotional Development ، Elementary Education ، Network Analysis