Effectiveness of Non-Digital Play-Based Learning Environments Among Children: A Scoping Review

Play has always been a natural part of childhood, not only as a source of joy, but also as a powerful way through which children learn, express themselves, and build relationships. However, in today’s screen-driven world, non-digital play is slowly being pushed aside, even though its role in children’s cognitive, emotional, social, and physical development is well established (Ginsburg, 2007). This scoping review was undertaken to understand what existing research tells us about the effectiveness of non-digital play-based learning environments among children.Following the PRISMA-ScR guidelines and the methodological framework proposed by Arksey and O’Malley, this review mapped peer-reviewed studies published between 2015 and 2024. A total of 17 studies involving children aged 2 to 12 years were included. The reviewed literature covered a wide range of non-digital play forms such as pretend play, board games, outdoor and physical play, traditional games, and free play, implemented across school and community settings. Overall, the findings suggest that non-digital play-based learning environments are associated with positive outcomes in executive functioning, emotional regulation, creativity, social interaction, self-regulation, and motor development (Rao & Gibson, 2021; Bai et al., 2022; Colliver et al., 2022; Jaggy et al., 2023).The effectiveness of these play-based environments was commonly assessed using pre- and post-intervention measures, observational tools, and qualitative inputs from teachers and caregivers, reflecting both measurable developmental changes and lived classroom experiences. Taken together, the evidence supports the view that non-digital play is not separate from learning, but deeply embedded within it, aligning with classic developmental theories that emphasise learning through interaction, imagination, and social engagement (Piaget; Vygotsky; Erikson). This review highlights the continuing relevance of non-digital play in contemporary childhoods and points to the need for more longitudinal and culturally diverse research to better understand its long-term impact on children’s development.Keywords: non-digital play, play-based learning, child development, pretend play, scoping review