Exploring the Role of Hands-On Learning Activities in Supporting Preschoolers’ Cognitive and Social Development: Evidence from Two Early Childhood Centres in Malawi
DOI:
https://doi.org/10.54536/ajelps.v2i2.8239Keywords:
Cognitive Development, Hands-On Learning, Malawi Preschool Education, Scaffolding, Social Development, VygotskyAbstract
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.
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Copyright (c) 2026 Steveria Limbani, Yamikani Chikhwaza, Alfred Shumba Hara, Kizito Chimowa, William Mandhlopa
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