The impact of play on creativity has been a subject of growing interest in early childhood education research. This meta-analysis investigates how play influences the development of creativity in early childhood, focusing on key questions: How does play shape creative outcomes in young children? Are certain types of play, such as free play, guided play, or structured play, more effective in fostering creativity? Furthermore, what are moderating factors affect this relationship? This study aims to synthesize existing evidence, identify patterns and gaps, and provide actionable insights for practitioners and policymakers.

The primary objective of this research is to determine the overall impact of play on creativity in early childhood. The analysis aims to identify the mechanisms by which play enhance creativity through the examination of studies undertaken in diverse contexts. The findings will help design more effective play-based learning environments that nurture creativity in children.

The theoretical framework of this study draws on two key perspectives: Vygotsky’s Sociocultural Theory and the Systems Model of Creativity proposed by Csikszentmihalyi. Vygotsky’s sociocultural theory emphasizes the role of social interaction and cultural tools in cognitive and creative development. Play is seen as a zone of proximal development, where children can explore and innovate with support from peers and adults (Newman, 2018). Meanwhile, the Systems Model of Creativity conceptualizes creativity as an interaction between individuals, domains (e.g., knowledge and skills), and fields (e.g., cultural and social contexts) (Csikszentmihalyi, 1990). Play serves as a medium for children to interact with their environment, test new ideas, and develop creative skills essential for navigating and contributing to their domain (Csikszentmihalyi, 1996).

Existing literature highlights the relationship between play and creativity in early childhood education. Play offers children opportunities to experiment with ideas, solve problems in different ways, and express their imagination (Russ & Dillon, 2011). Free play, characterized by intrinsic motivation and autonomy, is strongly associated with divergent thinking, a key component of creativity (Pepler & Ross, 1981). Guided play, where adults subtly scaffold children’s activities, has also been found to enhance creative problem-solving and expression (Weisberg et al., 2016). Additionally, children engaged in divergent play tend to exhibit higher creativity in subsequent activities compared to those involved in convergent play. The research highlights the importance of integrating open-ended play into early childhood settings to foster creative thinking and problem-solving skills (Howard-Jones et al., 2002). Although studies on the effects of play on creative thinking, creativity, or divergent thinking demonstrate a strong connection, there remains a lack of holistic perspective regarding which types of play are most effective in fostering creativity. For instance, some research highlights the unique usage of creativity in children's play (Göncü & Gaskins, 2011), while others investigates the contributions of physical play to cognitive practice (Pellegrini & Smith, 1998). Rahma and her colleagues (2023) further identify challenges in early childhood education, such as the absence of teaching practices, which may hinder the development of creativity. For these reasons, studies that analyze the effects of play on creativity in different contexts in a comparable framework and provide concrete recommendations for educators would make a significant contribution to literature.

This meta-analysis addresses these gaps by systematically reviewing and synthesizing existing studies. The study aims to provide an understanding of how play contributes to creativity by identifying key patterns and moderating factors. The results are valuable for educators, parents, and policymakers, supporting the development of play-based teaching strategies that maximize creative potential in early childhood education.

This study investigates the effect of play on creativity in preschool education through a meta-analytical approach and examines moderating factors, play type and intervention length, that may affect this relationship by addressing the following hypotheses: 1. (H1) Play has a positive effect on creativity in preschool education. 2. (H2) Play type is a positive moderator of the effect of play on creativity in preschool education. 3. (H3) Intervention length is a positive moderator of the effect of play on creativity in preschool education. In this study, the effect of play on creativity in preschool education was examined using meta-analysis method. A systematic search conducted in the Web of Science (WoS), Scopus, and ERIC databases identified 1,011 studies. Keywords used in the search included terms related to play ("play," "games," "playful learning," "free play," "structured play," "pretend play"), creativity ("creativity," "creative thinking," "divergent thinking," "imaginative play"), and early childhood education ("preschool," "early childhood education," "kindergarten," "pre-kindergarten," "early years"). Full-text and English-language filters were applied, and duplicated records in the database were removed. Ultimately, 3 studies, comprising 4 effect sizes, met the inclusion criteria. The selected studies provided essential data (Mean, SD, and statistical values such as t or F-values) for effect size calculation. Effect sizes was synthesized and moderator variables were analyzed using Comprehensive Meta-Analysis software (CMA, version 3.0). Effect sizes were calculated using Hedges’s g under a random-effects model to account for variability across studies. Heterogeneity was evaluated using Q and I² statistics. Moderator analyses were conducted for intervention length (was coded: 10 days, 15 days, and 28 days) and play type (was coded: block play, play chess, and play-STEAM activities). The meta-analysis included 212 participants, with 106 in the control group and 106 in the intervention group. Two studies on block play (72 participants), one on play chess (82 participants), and one on play-STEAM (58 participants) were analyzed using random-effect models. The balanced sample sizes and well-organized data suggest reliable results for each intervention type. Publication bias was examined using a funnel plot, Egger’s testi and Duval and Tweedie’s Trim and Fill test.

The results of this meta-analysis confirm the reliability of the findings and provide significant insights into the role of play in fostering creativity. Egger’s test and Duval and Tweedie’s Trim and Fill test showed no significant evidence of publication bias, indicating that the results are not influenced by missing data (Effect size = 1.65; 95% CI [0.001, 3.309]). These findings establish the robustness of the analysis. The random-effects model revealed a significant positive effect of play on creativity (g = 1.629; 95% CI [0.004, –3.254], p < 0.05) with moderate heterogeneity (I² = 95.98%). This supports the hypothesis that integrating play into educational settings enhances creative thinking in preschool children, highlighting the value of play-based approaches in early education. Moderator analysis demonstrated that both play type and intervention length significantly influenced the effect of play on creativity. Among play types, play-STEAM activities had the strongest impact (g = 5.49; 95% CI [4.37, 6.62], p < 0.001), while block play showed moderate effects (g = 0.54; 95% CI [0.087, 1.00], p < 0.05). Chess/board games had minimal and non-significant effects (g = 0.25; 95% CI [-0.17, 0.68], p > 0.05). Intervention length also moderated the outcomes, with 15-day interventions producing the highest effect sizes (g = 5.49; 95% CI [4.37, 6.62], p < 0.001), while shorter (10 days) and longer durations (28 days) showed lower or non-significant effects. These results confirm that both intervention length and play type moderate the effect of play on creativity. Longer interventions (15 days) and play-STEAM activities yielded the strongest effects, suggesting that structured and interdisciplinary play approaches are particularly effective for fostering creativity.

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