Peer-reviewed article
Exploring the Role of Hands-On Learning Activities in Supporting Preschoolers’ Cognitive and Social Development: Evidence from Two Early Childhood Centres in Malawi
Steveria Limbani, Yamikani Chikhwaza, Alfred Shumba Hara, Kizito Chimowa, William Mandhlopa ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looked at how hands-on learning activities support the thinking and social skills of children aged three to six in two preschools in Lilongwe, Malawi. Researchers observed classes, interviewed teachers and reviewed documents, then grouped the findings into themes. Hands-on activities were linked to better problem-solving, creativity, language, concentration and numeracy, and to more cooperation, sharing and empathy. The benefits seemed to depend on teacher guidance, peer interaction and support from the centre, and the centre with stronger guidance, planning and resources showed more consistent results.
Key points
- Hands-on learning supported cognitive development, including problem-solving, creativity, language, concentration and numeracy.
- Hands-on activities promoted social development, including cooperation, communication, sharing, empathy and collaborative participation.
- Developmental benefits depended heavily on teacher scaffolding, peer interaction and institutional support.
- Centres with stronger teacher guidance, planning and resources showed more consistent developmental outcomes.
- Gains came through scaffolded social participation and collaborative learning, not only through interacting with materials.
Limitations
The study is a qualitative case study of only two centres in one city, so the findings cannot be generalised or used to show that hands-on learning causes the observed gains. The abstract gives no child-level measurements or sample sizes.
Abstract
Early childhood education plays a critical role in promoting children’s cognitive, social, and emotional development, laying the foundation for lifelong learning and well-being. Among the pedagogical approaches widely advocated in contemporary early childhood education, hands-on learning has gained increasing recognition for its potential to foster active engagement, problem-solving, communication, and collaborative learning. Despite growing international evidence supporting activity-based and experiential learning approaches, limited research has examined how hands-on learning activities support child development within preschool settings in Malawi. Furthermore, the study sort to fill the gap on the role of promoting children’s cognitive, social and emotional development by exploring how hands-on learning activities influence preschoolers’ cognitive and social development and identify factors that affect their effective implementation as specific gaps identified. Drawing from Vygotsky’s sociocultural theory, this study explored the role of hands-on learning activities in supporting preschoolers’ cognitive and social development in two early childhood centers in Lilongwe, Malawi. A qualitative-dominant comparative case study design was employed involving classroom observations, semi-structured teacher interviews, and document analysis. Data were collected from two preschool centers serving children aged three to six years and analyzed by using themes. Interview transcripts, observation notes, and documentary evidence were reviewed repeatedly to ensure familiarity with the data. The findings indicate that hands-on learning activities supported children’s cognitive development through enhanced problem-solving, creativity, language development, concentration, and numeracy skills. The activities also promoted social development by encouraging cooperation, communication, sharing, empathy, and collaborative participat ion. However, the developmental benefits of hands-on learning appeared to depend heavily on teacher scaffolding, peer interaction, and institutional support. Centers characterized by stronger teacher guidance, planning practices, and resource availability demonstrated more consistent developmental outcomes. This study contributes to sociocultural and early childhood education literature by demonstrating that the value of hands-on learning extends beyond children’s interaction with materials. Rather, developmental gains emerge through scaffolded social participation, collaborative learning, and supportive educational environments.