In India, early childhood education is primarily based on a teacher-led direct instruction approach, lacking a focus on independent development among children. However, the NEP 2020 (National Education Policy 2020) mandates the integration of play-based learning to teach Foundational Literacy and Numeracy, presenting implementation challenges in the school environment. Our recent survey of pri-mary teachers unveiled that the fear of chaos and a perceived inability to main-tain discipline were the main reasons for avoiding play-centric or toy-based pedagogy. Teachers prioritize order over play-based learning, expressing concerns that play lacks educational value and hinders knowledge acquisition. The struggle to select suitable games, toys, and activities for the classroom results in limited learning outcomes. Consequently, teachers remain hesitant to promote play in classrooms. The study aimed to enhance children's mathematical and literacy skills through toy/game-based interventions. Workshops organized by the princi-pal investigator included activities like arranging numbers and reading passages. These engaging interventions utilized games such as Housie/Bingo, musical numbers, Chatterbox, riddles, and story cards. In line with the National Educa-tional Policy 2020, grade 3 is a critical transitional stage where students should possess foundational skills by age 8. However, many students lack these skills. This study addresses the issue by focusing on grades 2 and 3 students in Gandhinagar, Gujarat. It revealed an undeniable influence of toy/game interventions on children's foundational literacy and numeracy abilities. After the interventions, significant improvements were observed in both groups under examination, with more students demonstrating proficiency in the skills for the first time and others enhancing their existing proficiency levels.