This systematic review and meta-analysis examine the effectiveness of game-based learning (GBL) in early childhood education (ECE). The study investigates the impact of GBL on cognitive, social, emotional, motivation, and engagement outcomes in children aged 3–8 years. A total of 136 studies published between 2013 and 2023 were included in the review. The results show that GBL has a moderate to large effect on all five outcomes, with effect sizes of g=0.46 (cognitive), g=0.38 (social), g=0.35 (emotional), g=0.40 (motivation), and g=0.44 (engagement). These findings suggest that GBL can be a promising tool for promoting children's learning and development. The study also highlights that game type, duration, and feedback are significant moderators of GBL effectiveness. Puzzle games had a larger effect on cognitive development, while longer game sessions had a larger effect on motivation and engagement. The study concludes that GBL has the potential to enhance cognitive, social, emotional, motivation, and engagement outcomes in early childhood education. However, further research is needed to address the remaining gaps in the literature and to identify best practices for integrating GBL into educational settings. The study also emphasizes the importance of age-appropriate game design, teacher training, and the need to balance screen time with other learning experiences. The findings have implications for educators, policymakers, and game developers aiming to promote positive child development and enhance learning outcomes in early childhood education.This systematic review and meta-analysis examine the effectiveness of game-based learning (GBL) in early childhood education (ECE). The study investigates the impact of GBL on cognitive, social, emotional, motivation, and engagement outcomes in children aged 3–8 years. A total of 136 studies published between 2013 and 2023 were included in the review. The results show that GBL has a moderate to large effect on all five outcomes, with effect sizes of g=0.46 (cognitive), g=0.38 (social), g=0.35 (emotional), g=0.40 (motivation), and g=0.44 (engagement). These findings suggest that GBL can be a promising tool for promoting children's learning and development. The study also highlights that game type, duration, and feedback are significant moderators of GBL effectiveness. Puzzle games had a larger effect on cognitive development, while longer game sessions had a larger effect on motivation and engagement. The study concludes that GBL has the potential to enhance cognitive, social, emotional, motivation, and engagement outcomes in early childhood education. However, further research is needed to address the remaining gaps in the literature and to identify best practices for integrating GBL into educational settings. The study also emphasizes the importance of age-appropriate game design, teacher training, and the need to balance screen time with other learning experiences. The findings have implications for educators, policymakers, and game developers aiming to promote positive child development and enhance learning outcomes in early childhood education.