Arts-Based Play And Neuroplasticity In Early Childhood: An Islamic Educational Perspective

Abstract

Early childhood, a peak period for neuroplasticity where the brain’s adaptability is highly responsive to stimulation, is critically important for shaping cognitive, motor, and socio-emotional development. This developmental phase aligns with the Islamic educational principle of nurturing a child’s fitrah. This study aimed to evaluate the effectiveness of arts-based play in enhancing neuroplasticity, develop an integrated arts-Islamic pedagogy learning model, and provide empirical evidence for holistic curriculum innovation in Muslim contexts. Using a quasi-experimental design, 40 children aged 4–6 years were divided into an experimental group receiving a 12-week arts-based play intervention and a control group following a regular curriculum. Pre- and post-test data on cognitive, fine motor, and socio-emotional domains were analyzed using ANCOVA and t-tests. Results demonstrated that the experimental group achieved significantly greater gains across all developmental domains compared to the control group (p < 0.05), with substantial effect sizes. This supports the hypothesis that arts-based play robustly stimulates neuroplasticity. The study concludes that this approach not only significantly contributes to early childhood development but also embodies the Islamic vision of tarbiyah, offering a validated, interdisciplinary model for curriculum innovation that bridges neuroscience, education, and Islamic pedagogy.