PLAY-BASED INTERVENTIONS AND EXECUTIVE FUNCTION DEVELOPMENT IN EARLY CHILDHOOD: A SYSTEMATIC REVIEW

Background: Executive functions (EFs)—inhibitory control (IC), working memory (WM), and cognitive flexibility (CF)—develop rapidly in early childhood and predict academic, social, and lifelong outcomes. Play-based interventions offer a developmentally appropriate approach to strengthening EFs, but evidence varies across play types and intervention designs. Objective: This systematic review synthesized evidence on play-based interventions for EF development in children aged 2–8 years, focusing on play types and intervention characteristics associated with positive outcomes. Methods: A systematic search was conducted in July 2026 using Consensus and SciSpace, covering PubMed, Scopus, Semantic Scholar, and ERIC. Studies were screened using Rayyan. Eligible peer-reviewed empirical studies employed controlled or quasi-experimental designs and quantitative EF measures. The review followed PRISMA 2020, with references independently verified against publisher records. Results: Twenty-two studies involving approximately 3,500 children across 10 countries (2008–2026) met the criteria. Interventions included pretend/dramatic play (n=9), structured games (n=4), physical/motor play (n=5), and curriculum-based play (n=4). Fifteen studies reported significant improvements in at least one EF component. IC improved most frequently, followed by WM and CF. Pretend play with adult scaffolding and structured game-based interventions showed the most consistent benefits, whereas physical play produced mixed results. Conclusion: Play-based interventions can support EF development, particularly when incorporating cognitive challenge, scaffolding, and structured rules. However, evidence remains heterogeneous, with generally small-to-moderate effects. Future studies should employ larger samples, active controls, longer follow-ups, and standardized EF measures. Keywords: Play-based learning, executive function, self-regulation, inhibitory control, working memory, cognitive flexibility, early childhood