Toy-Based Pedagogy in the Light of NEP 2020: Primary School Teachers’ Perspectives and Implications for Holistic Education
Keywords:
Toy-based learning, primary education.Abstract
This study investigates primary school teachers’ attitudes toward toy-based learning—a pedagogical approach aligned with the holistic and experiential learning principles promoted by India’s National Education Policy (NEP) 2020. Employing a descriptive survey method, data were collected from 100 randomly selected primary teachers across various schools, using both surveys and interviews. The research explores teachers’ perceptions, identifies implementation barriers, and assesses the impact of professional development on their willingness to adopt toy-based strategies. Results indicate that while teachers recognize the cognitive, social, and emotional benefits of toy-based learning, practical challenges such as time constraints and limited resources hinder its effective application. The findings emphasize the need for ongoing professional development and enhanced institutional support to equip teachers with the skills and materials necessary for successful toy-based instruction. Ultimately, the study highlights the importance of addressing both attitudinal and resource-related factors to facilitate the wider adoption of toy-based learning in primary education.
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