Journal of Education, Society and Behavioural Science

This study examines the role of play-based learning in promoting moral development in young children, focusing on findings from Bhutan's Developing Accountable and Moral, Trustworthy and Successful Individuals (DAMTSI) program for Early Childhood Care and Development Centres (ECCDs). The DAMTSI program, which targets children aged 2 to 5, utilizes play-based activities such as games, songs, storytelling, and creative arts to instill key values including honesty, fairness, and responsibility. This study uses a qualitative methodology to examine how structured play experiences support early childhood moral internalization, social-emotional development, and ethical reasoning. It does this by utilizing data from the 2025 evaluation of the DAMTSI program. The study sample comprised 385 parents chosen by simple random sampling from a total population of 11,881 ECCD parents and 613 ECCD facilitators out of 894 invited (70.70% response rate after eliminating incomplete or incorrect responses). Survey results were examined alongside findings from a review of pertinent literature based on academics' fundamental theories. Notwithstanding many drawbacks, including brief evaluation times, the use of self-reported data, and the lack of direct observational measures, the research provides insightful information about the most effective ways to include play in early childhood education programs. The results demonstrate that play-based learning not only fosters positive cognitive, social, and emotional growth but also establishes the groundwork for a future generation that is more morally and responsibly inclined. The study recommends that educators and policymakers prioritize play-based pedagogies to develop responsible, compassionate, and ethically aware students in line with international demands for comprehensive and values-driven early education systems.