Asian Journal of Education and Social Studies

Toy-based pedagogy has become a prominent feature of early childhood policy in India since the National Education Policy 2020 and the subsequent National Curriculum Framework for the Foundational Stage identified structured play with toys and games as a route to foundational literacy and numeracy. The evidentiary basis for this policy emphasis, however, is drawn largely from international developmental and educational psychology rather than from research conducted within Indian early childhood settings. This review critically synthesises the international and Indian literature on toy-based and play-based learning as it bears on foundational literacy and numeracy in children aged approximately three to eight years. It examines the theoretical foundations of guided play, the mechanisms by which manipulable objects such as blocks, puzzles, board games and indigenous toys appear to support spatial, numerical and language development, and the extent to which these mechanisms have been tested within Indian anganwadi and primary school contexts. The review distinguishes evidence of moderate to strong quality, principally meta-analytic and experimental work on guided play, block construction and mathematical manipulatives, from the more preliminary and largely descriptive literature on toy-based pedagogy as implemented in India. It further considers structural constraints on implementation, including anganwadi infrastructure, teacher preparation, gendered patterns of toy use, and unequal access to play materials across rural, urban, and socio-economic contexts. The synthesis indicates that guided, adult-scaffolded play with well-chosen manipulables carries a defensible evidence base for numeracy and, to a lesser extent, literacy outcomes, while claims specific to toy-based pedagogy as codified in Indian policy remain empirically underdeveloped. The review concludes by identifying priority questions for rigorously designed research within Indian foundational-stage classrooms and anganwadi centres, and by proposing a conceptual framework linking toy affordances, pedagogical guidance, and contextual constraints to foundational learning outcomes.