TRANSFORMING CONTEMPORARY EDUCATION SYSTEM THROUGH TOY-BASED PEDAGOGY

Abstract

This study investigates the potential of toy-based pedagogy to align with and contribute to the goals outlined in the National Education Policy (NEP) of 2020 in the context of transforming contemporary education systems. Against the backdrop of NEP 2020's emphasis on holistic and experiential learning, the study examines how integrating toy-based approaches can enrich educational practices and foster essential competencies among learners. It highlights the emphasis placed by NEP 2020 on promoting creativity, critical thinking, and multidisciplinary learning, which resonate with the core tenets of toy-based pedagogy. Drawing upon empirical evidence and theoretical frameworks from education research, cognitive psychology, and child development, the study elucidates the diverse ways in which toys can serve as effective tools for facilitating active engagement, exploration, and discovery-based learning in accordance with NEP 2020's vision for education reform. Furthermore, the study examines the implications of toy-based pedagogy for addressing key challenges identified in NEP 2020, including the need for greater flexibility in curriculum design, the promotion of inclusive education, and the integration of technology-enabled learning experiences. The study advocates for the integration of toy-based pedagogy within the framework of NEP 2020 as a means of revitalizing contemporary education systems and nurturing the holistic development of learners. It calls for collaborative efforts between stakeholders to harness the potential of toy-based approaches in realizing the overarching objectives of educational reform outlined in NEP 2020.