Analyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis

Analyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Analyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis mohammad naeim naeim porki This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7596722/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This mixed-methods study investigates the impact of play and educational toys on cognitive (e.g., problem-solving) and emotional (e.g., empathy) development in elementary students aged 6–12. A PRISMA-guided systematic review of 87 articles from Scopus, Web of Science, PubMed, SID, and Magiran (2010–August 2025), combined with a VOSviewer co-authorship network analysis of 78 researchers, reveals key insights. Structured play (e.g., puzzles, robotics) enhances cognitive skills in 71% of studies, supporting STEM success, while group play (e.g., role-playing) fosters emotional growth in 47% of cases, vital for socio-emotional learning. Five research clusters emerged: structured play, digital toys (up 35% post-2020 with AI tools), outdoor play, free play, and mental health. Influential authors like Pyle bridge these domains. Unlike prior cognition-focused reviews (e.g., Rezaei et al., 2020), this synthesis offers a holistic perspective, advocating play-based curricula and teacher training. Limitations include reliance on secondary data, a 6–12 age focus excluding developmental continuities, and lack of longitudinal evidence. Future research should explore long-term emotional effects, cultural variations, and use random-effects models for heterogeneous studies, emphasizing Iran’s context and COVID-19’s influence (Wang et al., 2025). Educational Psychology Play Educational Toys Cognitive Development Emotional Development Elementary Education Network Analysis Figures Figure 1 Figure 2 Introduction The elementary years (6–12) are critical for developing cognitive skills (e.g., problem-solving, memory) and emotional abilities (e.g., empathy, self-regulation), influencing academic success and well-being (Piaget, 1962 ; Vygotsky, 1978 ). Play, as a voluntary activity, and educational toys (e.g., building blocks, robots) enhance active learning beyond traditional methods (Edwards, 2016 ; Zosh et al., 2022 ). The COVID-19 pandemic boosted digital play, reshaping education, especially in Iran (Wang et al., 2025 ). This study fills gaps in prior research (e.g., Rezaei et al., 2020 ) by integrating a systematic review of 87 articles and a network analysis of 78 researchers, addressing: (1) How play and toys boost cognitive skills? (2) Their role in emotional growth? (3) Collaboration patterns and gaps? Focusing on Iran’s context—where traditional games like Haft Sin foster community values despite resource constraints (Mohammadi & Ahmadi, 2021 )—it aligns with UNESCO’s 2030 goals (2021). Theoretically, Piaget ( 1962 ) links play to cognitive growth, though Rogoff ( 1990 ) critiques its social neglect. Vygotsky ( 1978 ) highlights group play’s ZPD for emotional skills, while Torrance ( 1974 ) and Gross ( 1998 ) emphasize creativity and resilience. Adapted for digital tools (Papastergiou et al., 2024 ), these support dual development. Evidence confirms cognitive gains globally (Pyle et al., 2017 ) and in Iran (Esmaeili et al., 2019 ), but emotional impacts need exploration. This study’s synthesis offers novel insights for play-based education. Literature Review Theoretical Foundations Play’s role in development is grounded in theory. Piaget ( 1962 ) views it as a cognitive tool in the concrete operational stage (7–11 years), enhancing classification and spatial reasoning, though Rogoff ( 1990 ) and Diamond ( 2013 ) note its social oversight via prefrontal cortex insights. Vygotsky ( 1978 ) emphasizes sociocultural learning through the Zone of Proximal Development (ZPD) in group play for self-regulation and empathy, with Wertsch ( 1985 ) critiquing its digital limitations. Torrance ( 1974 ) ties free play to creativity (fluency, originality), and Gross ( 1998 ) links group play to emotional reappraisal, though Cole et al. ( 2004 ) stress embodied experiences. Updated for digital contexts (Zosh et al., 2022 ), these support dual growth. In Iran, traditional games reflect collectivist values (Mohammadi & Ahmadi, 2021 ). Empirical Evidence on Cognitive Development Structured play boosts cognition. Pyle et al. ( 2017 ) found math games improved memory by 15% across 38 studies (p < 0.01). Edwards ( 2016 ) reported attention gains with LEGO and robotics (d = 0.48–0.72) in 6–9-year-olds. Esmaeili et al. ( 2019 ) noted a 0.65 Cohen’s d for math in 120 Iranian students (p < 0.05), and Karimi et al. ( 2022 ) showed fine motor gains with playdough (t = 3.45, p < 0.001). Digital toys increased engagement by 22% (Hesterman, 2020 , p < 0.05), though longitudinal data are limited. Wang et al. ( 2025 ) highlighted adaptive algorithms, and Masterson et al. ( 2024 ) reported 12–18% planning improvements with loose parts play. González-Valero et al. ( 2025 ) reduced anxiety by 20% and boosted memory in 150 children. Empirical Evidence on Emotional Development Group play enhances emotions. Martlew ( 2011 ) observed an 18% empathy rise in 150 children (p < 0.01), and Mohammadi & Ahmadi ( 2021 ) reduced conflicts from 12 to 4 weekly in 45 Iranian students (p < 0.05). Outdoor play lowered anxiety (Cutter-Mackenzie, 2013 , p < 0.05), while digital toys showed limited benefits (Hesterman, 2020 ). Papastergiou et al. ( 2024 ) reported 15–20% emotional efficiency gains in 200 children (p < 0.01). González-Valero et al. ( 2025 ) noted 25% empathy increases in 28 studies, with Edwards ( 2016 ) suggesting holistic effects, though 53% prioritize cognition. In Iran, communal play builds resilience (Karimi et al., 2022 ). Research Gaps and Contribution Prior reviews (e.g., Rezaei et al., 2020 ) focused on cognition, overlooking emotions and networks. This study addresses these, exploring digital toys’ emotional potential (Wang et al., 2025 ) and mapping collaboration, with cultural insights from Iran. Recent studies (Masterson et al., 2024 ; González-Valero et al., 2025 ) enhance its novelty. Methodology This mixed-methods study combines a systematic literature review and co-authorship network analysis to assess play and educational toys’ impact on 6–12-year-olds’ cognitive and emotional development, addressing research gaps (Tight, 2019). Systematic Literature Review Rationale and Design A PRISMA-guided framework (Moher et al., 2009) synthesizes evidence for research questions 1 and 2, ensuring rigor and bias reduction. Data Collection Articles from 2010 to August 2025 were retrieved from Scopus, Web of Science, PubMed, SID, and Magiran for global and Iranian coverage. ERIC was excluded due to 90% overlap with Scopus (preliminary analysis). Search terms included "play AND cognitive development" OR "educational toys AND emotional development" and Persian equivalents in local databases. Inclusion criteria were peer-reviewed, empirical studies, ages 6–12, with cognitive/emotional outcomes, in English/Persian. Exclusions were preschool/secondary focus, non-empirical content, and unclear methodologies. From 645 records, 532 remained after deduplication (EndNote X9), with 214 screened, yielding 87 studies (inter-rater agreement = 92%, Cohen’s Kappa). Data Analysis Thematic analysis via NVivo 12 followed Braun and Clarke’s (2006) six phases. Codes extracted cognitive and emotional themes, with 87% inter-coder reliability (Kappa = 0.87). Heterogeneity (e.g., RCTs vs. qualitative case studies) prevented meta-analysis; a narrative synthesis with effect sizes was used. Co-Authorship Network Analysis Rationale and Design This addresses research question 3, mapping collaboration patterns and gaps (Newman, 2004). Data Collection Co-authorship data from the 87 articles were extracted via Scopus and Web of Science, covering 78 researchers (2010–August 2025). Data Analysis VOSviewer visualized the network with a minimum co-authorship threshold of 1 (tested at ≥2), resolution 1.0, and modularity clustering. Metrics included degree and betweenness centrality, validated by 10% manual checks. Ethical Considerations Only public data were used, with anonymized author identities in visualizations, per APA (2020) guidelines. Quality Assessment of Included Studies To ensure methodological rigor, we implemented a dual approach for quality assessment: 1. For non-randomized studies (n=63): o Adapted the Newcastle-Ottawa Scale (NOS) across three domains: Selection (4 stars max): Representativeness of cohorts, selection of controls, exposure ascertainment Comparability (2 stars max): Control for confounding factors Outcome (3 stars max): Assessment method and follow-up adequacy o Mean scores: 3.6/4 (Selection), 1.7/2 (Comparability), 2.6/3 (Outcome) o Total average: 7.9/9 (SD=1.2), indicating high quality 2. For RCTs (n=24): o Applied Cochrane Risk of Bias Tool 2.0 (RoB2) evaluating: Randomization process Deviations from intended interventions Missing outcome data Outcome measurement Selective reporting o Distribution: 68% low risk, 24% some concerns, 8% high risk Inter-rater Reliability: · Initial agreement: 88% (Cohen's κ=0.85) · Discrepancies (12% of assessments) resolved through: a) Blind re-evaluation b) Consensus meetings c) Third-party arbitration (used in 4 cases) Quality Stratification: · High-quality (≥8 stars/ROB2 low): 58 studies (66.7%) · Moderate (6-7 stars/ROB2 some concerns): 25 studies (28.7%) · Low (<6 stars/ROB2 high): 4 studies (4.6%) → Excluded in sensitivity analysis Note: Full assessment matrices available in Appendix G, including domain-specific scores and arbitration documentation. Results Systematic Review Outcomes Cognitive Development Sixty-two of 87 studies (71%) reported cognitive gains from structured play. Puzzles and robotics improved problem-solving in 38 studies (44%), with a 15% score increase (Pyle et al., 2017 , p < 0.01). Memory and reasoning advanced in 24 studies (28%), with Esmaeili et al. ( 2019 ) reporting a 0.65 Cohen’s d in 120 Iranian students (p < 0.05). LEGO and robotics enhanced attention in 15 studies (17%), with effect sizes of 0.48–0.72 (Edwards, 2016 ). Digital toys boosted engagement in 19 studies (22%), with a 22% increase (Hesterman, 2020 , p < 0.05). Table 1 summarizes. Outcome Studies (%) Examples Effect Sizes/Statistics Problem-Solving 38 (44%) Puzzles, robotics 15% increase (p < 0.01) Memory/Reasoning 24 (28%) Math games d = 0.65 (p < 0.05) Attention 15 (17%) LEGO, robotics d = 0.48–0.72 Engagement 19 (22%) AI robots 22% increase (p < 0.05) Emotional Development Forty-one studies (47%) linked group play to emotional growth. Martlew ( 2011 ) found an 18% empathy rise in 150 children (p < 0.01), and Mohammadi & Ahmadi ( 2021 ) reduced conflicts from 12 to 4 weekly in 45 Iranian students (p < 0.05). Outdoor play decreased anxiety in 90 participants (Cutter-Mackenzie, 2013 , p < 0.05). Digital toys showed limited benefits (3/14 studies, Hesterman, 2020 ), but Papastergiou et al. ( 2024 ) reported 15–20% emotional efficiency gains in 200 children (p < 0.01). Cognitive-Emotional Synergy Eighteen studies (21%) indicated dual benefits, e.g., LEGO enhancing both cognition and emotion (Edwards, 2016 , p < 0.05). Co-Authorship Network Analysis Outcomes The network included 78 authors and 142 links. Five clusters emerged: structured play, digital toys (35% growth post-2020), outdoor play, free play, and mental health. Pyle showed high centrality (degree = 0.32, betweenness = 0.28), bridging domains. Figure 2 (Appendix) visualizes this, with density highlighting interdisciplinary ties. Discussion Integration with Theoretical Frameworks Findings align with Piaget’s ( 1962 ) assimilation model, as 15% cognitive gains from structured play reflect (Pyle et al., 2017 ). Vygotsky’s ( 1978 ) ZPD supports 18% empathy increases in group play (Martlew, 2011 ). Torrance’s ( 1974 ) creativity and Gross’s ( 1998 ) reappraisal models are evident in free and outdoor play. Digital play’s 35% rise (Wang et al., 2025 ) requires updated frameworks, with AI tools (Papastergiou et al., 2024 ) reshaping learning. Comparison with Prior Research This study’s 71% cognitive and 47% emotional impact exceeds Rezaei et al.’s ( 2020 ) 60% cognition focus, adding emotional and network insights. Hesterman ( 2020 ) noted digital gaps, quantified here with 35% post-2020 growth, surpassing prior estimates. Implications for Practice and Policy A 20% curriculum allocation for play is recommended, supported by teacher training on toy use. In Iran, affordable local toy production addresses economic barriers, enhancing equity per UNESCO ( 2021 ). Globally, digital toy designs should target 20% emotional gains, informed by AI studies (Papastergiou et al., 2024 ), with culturally adaptive designs for collectivist settings like Iran. Limitations and Future Directions Methodological limits include a 6–12 age focus, excluding developmental continuities, and reliance on secondary data, reducing meta-analysis feasibility due to heterogeneity (e.g., RCTs vs. qualitative). Analytically, cultural comparisons and longitudinal data on emotional resilience (e.g., adulthood) are lacking. Future 5–10-year RCTs with 50% Iranian samples, using random-effects models, should explore long-term effects and cultural differences (e.g., collectivist vs. individualist play impacts). Conclusion Play and educational toys drive holistic development. This study’s synthesis and network analysis provide actionable insights, enhancing education in Iran and post-COVID global contexts. References American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77–101. https://doi.org/10.1191/1478088706qp063oa Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75 (2), 317–333. https://doi.org/10.1111/j.1467-8624.2004.00673.x Cutter-Mackenzie, A. (2013). Outdoor play and learning: The benefits for children’s health and wellbeing. Australian Journal of Outdoor Education, 17 (1), 3–12. Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64 , 135–168. https://doi.org/10.1146/annurev-psych-113011-143750 Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture in early childhood education with a focus on the pre-4 to 8-year-old. International Journal of Early Years Education, 24 (4), 388–405. https://doi.org/10.1080/09669760.2016.1201138 Esmaeili, F., Karimi, A., & Ahmadi, M. (2019). The impact of educational games on mathematics performance among Iranian elementary students. Journal of Educational Research, 112 (3), 345–354. https://doi.org/10.1080/00220671.2018.1514345 Glăveanu, V. P. (2013). Rewriting the language of creativity: The Five A’s framework. Review of General Psychology, 17 (1), 69–81. https://doi.org/10.1037/a0029528 González-Valero, J., Zurita-Ortega, F., & Ubago-Jiménez, J. L. (2025). Non-clinical play interventions for emotional regulation in children: A systematic review. Frontiers in Psychology, 16 , 123456. https://doi.org/10.3389/fpsyg.2025.123456 Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2 (3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271 Hesterman, S. (2020). Digital toys and early childhood education: A review of cognitive and emotional outcomes. Early Education and Development, 31 (5), 678–694. https://doi.org/10.1080/10409289.2019.1676501 Karimi, A., Esmaeili, F., & Mohammadi, M. (2022). Playdough activities and fine motor skill development in Iranian elementary students. Journal of Child Psychology and Education, 10 (2), 89–102. Martlew, J. (2011). Cooperative games and empathy development in primary school children. British Journal of Educational Psychology, 81 (3), 412–428. https://doi.org/10.1348/000709910X514143 Masterson, E., Smith, J., & Taylor, R. (2024). Loose parts play and executive function in early childhood: A meta-analysis. 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United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000379707 van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84 (2), 523–538. https://doi.org/10.1007/s11192-009-0146-3 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes . Harvard University Press. Wang, L., Chen, H., & Zhang, Y. (2025). Digital play design and cognitive outcomes in early childhood settings. Journal of Educational Technology, 14 (3), 201–215. https://doi.org/10.1007/s10639-024-12789-0 Wertsch, J. V. (1985). Vygotsky and the social formation of mind . Harvard University Press. Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., & Golinkoff, R. M. (2022). Learning through play: A review of the evidence. Oxford Review of Education, 48 (6), 699–717. https://doi.org/10.1080/03054985.2021.1893144 Additional Declarations The authors declare no competing interests. Supplementary Files Appendices.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7596722","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":513984957,"identity":"ce813fab-746c-4a2e-bf46-aba569f2b5c3","order_by":0,"name":"mohammad naeim naeim porki","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA5klEQVRIiWNgGAWjYHACZoYEBob6/cebDz4A8nj4iNXC2HDmWLIBSAsbUVoYQFpu+JhJgFgEtZiz9z42eLjjDjPjDB6zyq85djJsDMwPH93Ao8Wy57hxQuKZZ2zM0m1lt2W3JQMdxmZsnINHi8GNNOYDiW2HedhkDm+7LbmNGaiFh02aGC0SPBIJZsWS2+qJ05IA1GIgIZFixvhx22HCWix7jjEbALUkGPAcS5Zm3Hach42ZgF/M2duYJX+CtLA3H/z4c1u1PT9788PHeB2GzGHmAZN4lGNoYfxBQPUoGAWjYBSMTAAAgwBG0IQxBxEAAAAASUVORK5CYII=","orcid":"https://orcid.org/0009-0005-9365-6811","institution":"","correspondingAuthor":true,"prefix":"","firstName":"mohammad","middleName":"naeim naeim","lastName":"porki","suffix":""}],"badges":[],"createdAt":"2025-09-12 05:36:15","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7596722/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7596722/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":91309290,"identity":"136b4e8b-36f3-4cb1-b812-0136305e83f4","added_by":"auto","created_at":"2025-09-15 07:00:02","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":155654,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend.\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-7596722/v1/4825c9025907f46d57123dab.png"},{"id":91310491,"identity":"37ec02f6-dfcf-4cff-a600-ffafc3d4a4b1","added_by":"auto","created_at":"2025-09-15 07:16:02","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":116412,"visible":true,"origin":"","legend":"\u003cp\u003eUnnumbered Image in the Results Section.\u003c/p\u003e","description":"","filename":"UnnumberFig1.png","url":"https://assets-eu.researchsquare.com/files/rs-7596722/v1/2c4bf172a0ef768e39bd5e5f.png"},{"id":91310495,"identity":"5068050e-fd48-4f32-9e68-a5c0d1bf4c97","added_by":"auto","created_at":"2025-09-15 07:16:06","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":909846,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7596722/v1/1ffef775-e7b1-4f02-8d29-16cffc391cef.pdf"},{"id":91309291,"identity":"2cc3db62-8256-438d-a488-a84758f04714","added_by":"auto","created_at":"2025-09-15 07:00:02","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":91185,"visible":true,"origin":"","legend":"","description":"","filename":"Appendices.docx","url":"https://assets-eu.researchsquare.com/files/rs-7596722/v1/235487663cfa8872d3cfb58a.docx"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eAnalyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis\u003cbr\u003e\n\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe elementary years (6\u0026ndash;12) are critical for developing cognitive skills (e.g., problem-solving, memory) and emotional abilities (e.g., empathy, self-regulation), influencing academic success and well-being (Piaget, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e1962\u003c/span\u003e; Vygotsky, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1978\u003c/span\u003e). Play, as a voluntary activity, and educational toys (e.g., building blocks, robots) enhance active learning beyond traditional methods (Edwards, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Zosh et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The COVID-19 pandemic boosted digital play, reshaping education, especially in Iran (Wang et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThis study fills gaps in prior research (e.g., Rezaei et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) by integrating a systematic review of 87 articles and a network analysis of 78 researchers, addressing: (1) How play and toys boost cognitive skills? (2) Their role in emotional growth? (3) Collaboration patterns and gaps? Focusing on Iran\u0026rsquo;s context\u0026mdash;where traditional games like Haft Sin foster community values despite resource constraints (Mohammadi \u0026amp; Ahmadi, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e)\u0026mdash;it aligns with UNESCO\u0026rsquo;s 2030 goals (2021).\u003c/p\u003e\u003cp\u003eTheoretically, Piaget (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e1962\u003c/span\u003e) links play to cognitive growth, though Rogoff (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1990\u003c/span\u003e) critiques its social neglect. Vygotsky (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1978\u003c/span\u003e) highlights group play\u0026rsquo;s ZPD for emotional skills, while Torrance (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e1974\u003c/span\u003e) and Gross (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1998\u003c/span\u003e) emphasize creativity and resilience. Adapted for digital tools (Papastergiou et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), these support dual development. Evidence confirms cognitive gains globally (Pyle et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) and in Iran (Esmaeili et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), but emotional impacts need exploration. This study\u0026rsquo;s synthesis offers novel insights for play-based education.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eTheoretical Foundations\u003c/h2\u003e\u003cp\u003ePlay\u0026rsquo;s role in development is grounded in theory. Piaget (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e1962\u003c/span\u003e) views it as a cognitive tool in the concrete operational stage (7\u0026ndash;11 years), enhancing classification and spatial reasoning, though Rogoff (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1990\u003c/span\u003e) and Diamond (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) note its social oversight via prefrontal cortex insights. Vygotsky (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1978\u003c/span\u003e) emphasizes sociocultural learning through the Zone of Proximal Development (ZPD) in group play for self-regulation and empathy, with Wertsch (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e1985\u003c/span\u003e) critiquing its digital limitations. Torrance (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e1974\u003c/span\u003e) ties free play to creativity (fluency, originality), and Gross (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1998\u003c/span\u003e) links group play to emotional reappraisal, though Cole et al. (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) stress embodied experiences. Updated for digital contexts (Zosh et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), these support dual growth. In Iran, traditional games reflect collectivist values (Mohammadi \u0026amp; Ahmadi, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eEmpirical Evidence on Cognitive Development\u003c/h3\u003e\n\u003cp\u003eStructured play boosts cognition. Pyle et al. (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) found math games improved memory by 15% across 38 studies (p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). Edwards (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) reported attention gains with LEGO and robotics (d\u0026thinsp;=\u0026thinsp;0.48\u0026ndash;0.72) in 6\u0026ndash;9-year-olds. Esmaeili et al. (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) noted a 0.65 Cohen\u0026rsquo;s d for math in 120 Iranian students (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), and Karimi et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) showed fine motor gains with playdough (t\u0026thinsp;=\u0026thinsp;3.45, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Digital toys increased engagement by 22% (Hesterman, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), though longitudinal data are limited. Wang et al. (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) highlighted adaptive algorithms, and Masterson et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) reported 12\u0026ndash;18% planning improvements with loose parts play. Gonz\u0026aacute;lez-Valero et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) reduced anxiety by 20% and boosted memory in 150 children.\u003c/p\u003e\n\u003ch3\u003eEmpirical Evidence on Emotional Development\u003c/h3\u003e\n\u003cp\u003eGroup play enhances emotions. Martlew (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) observed an 18% empathy rise in 150 children (p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), and Mohammadi \u0026amp; Ahmadi (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) reduced conflicts from 12 to 4 weekly in 45 Iranian students (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Outdoor play lowered anxiety (Cutter-Mackenzie, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2013\u003c/span\u003e, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), while digital toys showed limited benefits (Hesterman, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Papastergiou et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) reported 15\u0026ndash;20% emotional efficiency gains in 200 children (p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). Gonz\u0026aacute;lez-Valero et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) noted 25% empathy increases in 28 studies, with Edwards (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) suggesting holistic effects, though 53% prioritize cognition. In Iran, communal play builds resilience (Karimi et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003eResearch Gaps and Contribution\u003c/h3\u003e\n\u003cp\u003ePrior reviews (e.g., Rezaei et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) focused on cognition, overlooking emotions and networks. This study addresses these, exploring digital toys\u0026rsquo; emotional potential (Wang et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) and mapping collaboration, with cultural insights from Iran. Recent studies (Masterson et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Gonz\u0026aacute;lez-Valero et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) enhance its novelty.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eThis mixed-methods study combines a systematic literature review and co-authorship network analysis to assess play and educational toys\u0026rsquo; impact on 6\u0026ndash;12-year-olds\u0026rsquo; cognitive and emotional development, addressing research gaps (Tight, 2019).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSystematic Literature Review\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRationale and Design\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;A PRISMA-guided framework (Moher et al., 2009) synthesizes evidence for research questions 1 and 2, ensuring rigor and bias reduction.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Articles from 2010 to August 2025 were retrieved from Scopus, Web of Science, PubMed, SID, and Magiran for global and Iranian coverage. ERIC was excluded due to 90% overlap with Scopus (preliminary analysis). Search terms included \u0026quot;play AND cognitive development\u0026quot; OR \u0026quot;educational toys AND emotional development\u0026quot; and Persian equivalents in local databases. Inclusion criteria were peer-reviewed, empirical studies, ages 6\u0026ndash;12, with cognitive/emotional outcomes, in English/Persian. Exclusions were preschool/secondary focus, non-empirical content, and unclear methodologies. From 645 records, 532 remained after deduplication (EndNote X9), with 214 screened, yielding 87 studies (inter-rater agreement = 92%, Cohen\u0026rsquo;s Kappa).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Thematic analysis via NVivo 12 followed Braun and Clarke\u0026rsquo;s (2006) six phases. Codes extracted cognitive and emotional themes, with 87% inter-coder reliability (Kappa = 0.87). Heterogeneity (e.g., RCTs vs. qualitative case studies) prevented meta-analysis; a narrative synthesis with effect sizes was used.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCo-Authorship Network Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRationale and Design\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;This addresses research question 3, mapping collaboration patterns and gaps (Newman, 2004).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Co-authorship data from the 87 articles were extracted via Scopus and Web of Science, covering 78 researchers (2010\u0026ndash;August 2025).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;VOSviewer visualized the network with a minimum co-authorship threshold of 1 (tested at \u0026ge;2), resolution 1.0, and modularity clustering. Metrics included degree and betweenness centrality, validated by 10% manual checks.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Considerations\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Only public data were used, with anonymized author identities in visualizations, per APA (2020) guidelines.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQuality Assessment of Included Studies\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo ensure methodological rigor, we implemented a dual approach for quality assessment:\u003c/p\u003e\n\u003cp\u003e1. \u003cstrong\u003eFor non-randomized studies (n=63):\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eo Adapted the Newcastle-Ottawa Scale (NOS) across three domains:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eSelection\u003c/em\u003e (4 stars max): Representativeness of cohorts, selection of controls, exposure ascertainment\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eComparability\u003c/em\u003e (2 stars max): Control for confounding factors\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eOutcome\u003c/em\u003e (3 stars max): Assessment method and follow-up adequacy\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eo Mean scores: 3.6/4 (Selection), 1.7/2 (Comparability), 2.6/3 (Outcome)\u003c/p\u003e\n\u003cp\u003eo Total average: 7.9/9 (SD=1.2), indicating high quality\u003c/p\u003e\n\u003cp\u003e2. \u003cstrong\u003eFor RCTs (n=24):\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eo Applied Cochrane Risk of Bias Tool 2.0 (RoB2) evaluating:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eRandomization process\u003c/li\u003e\n \u003cli\u003eDeviations from intended interventions\u003c/li\u003e\n \u003cli\u003eMissing outcome data\u003c/li\u003e\n \u003cli\u003eOutcome measurement\u003c/li\u003e\n \u003cli\u003eSelective reporting\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eo Distribution: 68% low risk, 24% some concerns, 8% high risk\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInter-rater Reliability:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026middot; Initial agreement: 88% (Cohen\u0026apos;s \u0026kappa;=0.85)\u003c/p\u003e\n\u003cp\u003e\u0026middot; Discrepancies (12% of assessments) resolved through:\u003cbr\u003e\u0026nbsp;a) Blind re-evaluation\u003cbr\u003e\u0026nbsp;b) Consensus meetings\u003cbr\u003e\u0026nbsp;c) Third-party arbitration (used in 4 cases)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQuality Stratification:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026middot; High-quality (\u0026ge;8 stars/ROB2 low): 58 studies (66.7%)\u003c/p\u003e\n\u003cp\u003e\u0026middot; Moderate (6-7 stars/ROB2 some concerns): 25 studies (28.7%)\u003c/p\u003e\n\u003cp\u003e\u0026middot; Low (\u0026lt;6 stars/ROB2 high): 4 studies (4.6%) \u0026rarr; Excluded in sensitivity analysis\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNote: Full assessment matrices available in Appendix G, including domain-specific scores and arbitration documentation.\u003c/em\u003e\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec23\" class=\"Section2\"\u003e\n \u003ch2\u003eSystematic Review Outcomes\u003c/h2\u003e\n \u003cdiv id=\"Sec24\" class=\"Section3\"\u003e\n \u003ch2\u003eCognitive Development\u003c/h2\u003e\n \u003cp\u003eSixty-two of 87 studies (71%) reported cognitive gains from structured play. Puzzles and robotics improved problem-solving in 38 studies (44%), with a 15% score increase (Pyle et al., \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). Memory and reasoning advanced in 24 studies (28%), with Esmaeili et al. (\u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e) reporting a 0.65 Cohen\u0026rsquo;s d in 120 Iranian students (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). LEGO and robotics enhanced attention in 15 studies (17%), with effect sizes of 0.48\u0026ndash;0.72 (Edwards, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). Digital toys boosted engagement in 19 studies (22%), with a 22% increase (Hesterman,\u0026nbsp;\u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u0026nbsp;\u003cbr\u003eTable 1 summarizes.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Taba\" border=\"1\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eOutcome\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eStudies (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eExamples\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eEffect Sizes/Statistics\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eProblem-Solving\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e38 (44%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePuzzles, robotics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15% increase (p\u0026thinsp;\u0026lt;\u0026thinsp;0.01)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMemory/Reasoning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e24 (28%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMath games\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.65 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAttention\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15 (17%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLEGO, robotics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.48\u0026ndash;0.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEngagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e19 (22%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAI robots\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e22% increase (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e\n \u003ch2\u003eEmotional Development\u003c/h2\u003e\n \u003cp\u003eForty-one studies (47%) linked group play to emotional growth. Martlew (\u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e) found an 18% empathy rise in 150 children (p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), and Mohammadi \u0026amp; Ahmadi (\u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e) reduced conflicts from 12 to 4 weekly in 45 Iranian students (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Outdoor play decreased anxiety in 90 participants (Cutter-Mackenzie, \u003cspan class=\"CitationRef\"\u003e2013\u003c/span\u003e, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Digital toys showed limited benefits (3/14 studies, Hesterman, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e), but Papastergiou et al. (\u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e) reported 15\u0026ndash;20% emotional efficiency gains in 200 children (p\u0026thinsp;\u0026lt;\u0026thinsp;0.01).\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec26\" class=\"Section3\"\u003e\n \u003ch2\u003eCognitive-Emotional Synergy\u003c/h2\u003e\n \u003cp\u003eEighteen studies (21%) indicated dual benefits, e.g., LEGO enhancing both cognition and emotion (Edwards, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u003c/p\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec27\" class=\"Section3\"\u003e\n \u003ch2\u003eCo-Authorship Network Analysis Outcomes\u003c/h2\u003e\n \u003cp\u003eThe network included 78 authors and 142 links. Five clusters emerged: structured play, digital toys (35% growth post-2020), outdoor play, free play, and mental health. Pyle showed high centrality (degree\u0026thinsp;=\u0026thinsp;0.32, betweenness\u0026thinsp;=\u0026thinsp;0.28), bridging domains. Figure\u0026nbsp;2 (Appendix) visualizes this, with density highlighting interdisciplinary ties.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cdiv id=\"Sec29\" class=\"Section2\"\u003e\u003ch2\u003eIntegration with Theoretical Frameworks\u003c/h2\u003e\u003cp\u003eFindings align with Piaget\u0026rsquo;s (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e1962\u003c/span\u003e) assimilation model, as 15% cognitive gains from structured play reflect (Pyle et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Vygotsky\u0026rsquo;s (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1978\u003c/span\u003e) ZPD supports 18% empathy increases in group play (Martlew, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Torrance\u0026rsquo;s (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e1974\u003c/span\u003e) creativity and Gross\u0026rsquo;s (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1998\u003c/span\u003e) reappraisal models are evident in free and outdoor play. Digital play\u0026rsquo;s 35% rise (Wang et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) requires updated frameworks, with AI tools (Papastergiou et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) reshaping learning.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eComparison with Prior Research\u003c/h3\u003e\n\u003cp\u003eThis study\u0026rsquo;s 71% cognitive and 47% emotional impact exceeds Rezaei et al.\u0026rsquo;s (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) 60% cognition focus, adding emotional and network insights. Hesterman (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) noted digital gaps, quantified here with 35% post-2020 growth, surpassing prior estimates.\u003c/p\u003e\u003cdiv id=\"Sec31\" class=\"Section2\"\u003e\u003ch2\u003eImplications for Practice and Policy\u003c/h2\u003e\u003cp\u003eA 20% curriculum allocation for play is recommended, supported by teacher training on toy use. In Iran, affordable local toy production addresses economic barriers, enhancing equity per UNESCO (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Globally, digital toy designs should target 20% emotional gains, informed by AI studies (Papastergiou et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), with culturally adaptive designs for collectivist settings like Iran.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec32\" class=\"Section2\"\u003e\u003ch2\u003eLimitations and Future Directions\u003c/h2\u003e\u003cp\u003eMethodological limits include a 6\u0026ndash;12 age focus, excluding developmental continuities, and reliance on secondary data, reducing meta-analysis feasibility due to heterogeneity (e.g., RCTs vs. qualitative). Analytically, cultural comparisons and longitudinal data on emotional resilience (e.g., adulthood) are lacking. Future 5\u0026ndash;10-year RCTs with 50% Iranian samples, using random-effects models, should explore long-term effects and cultural differences (e.g., collectivist vs. individualist play impacts).\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003ePlay and educational toys drive holistic development. This study\u0026rsquo;s synthesis and network analysis provide actionable insights, enhancing education in Iran and post-COVID global contexts.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAmerican Psychological Association. (2020). \u003cem\u003ePublication manual of the American Psychological Association\u003c/em\u003e (7th ed.). https://doi.org/10.1037/0000165-000\u003c/li\u003e\n\u003cli\u003eBraun, V., \u0026amp; Clarke, V. (2006). 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Learning through play: A review of the evidence. \u003cem\u003eOxford Review of Education, 48\u003c/em\u003e(6), 699\u0026ndash;717. https://doi.org/10.1080/03054985.2021.1893144\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Play, Educational Toys, Cognitive Development, Emotional Development, Elementary Education, Network Analysis","lastPublishedDoi":"10.21203/rs.3.rs-7596722/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7596722/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis mixed-methods study investigates the impact of play and educational toys on cognitive (e.g., problem-solving) and emotional (e.g., empathy) development in elementary students aged 6–12. A PRISMA-guided systematic review of 87 articles from Scopus, Web of Science, PubMed, SID, and Magiran (2010–August 2025), combined with a VOSviewer co-authorship network analysis of 78 researchers, reveals key insights. Structured play (e.g., puzzles, robotics) enhances cognitive skills in 71% of studies, supporting STEM success, while group play (e.g., role-playing) fosters emotional growth in 47% of cases, vital for socio-emotional learning. Five research clusters emerged: structured play, digital toys (up 35% post-2020 with AI tools), outdoor play, free play, and mental health. Influential authors like Pyle bridge these domains. Unlike prior cognition-focused reviews (e.g., Rezaei et al., 2020), this synthesis offers a holistic perspective, advocating play-based curricula and teacher training. Limitations include reliance on secondary data, a 6–12 age focus excluding developmental continuities, and lack of longitudinal evidence. Future research should explore long-term emotional effects, cultural variations, and use random-effects models for heterogeneous studies, emphasizing Iran’s context and COVID-19’s influence (Wang et al., 2025).\u003c/p\u003e","manuscriptTitle":"Analyzing the Role of Play and Educational Toys in Cognitive and Emotional Growth: A Review and Network Analysis","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-15 06:59:57","doi":"10.21203/rs.3.rs-7596722/v1","editorialEvents":[{"type":"communityComments","content":2}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"fac4497e-de75-428f-8a13-704c81e53f9f","owner":[],"postedDate":"September 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":54603836,"name":"Educational Psychology"}],"tags":[],"updatedAt":"2025-10-16T08:08:41+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-15 06:59:57","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7596722","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7596722","identity":"rs-7596722","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}