ABSTRACT
This study assessed the knowledge, attitude, and implementation of play-based learning among Kindergarten teachers at Pardo Elementary School in Cebu City during the School Year 2025–2026. The findings served as a basis for enhancing play-based classroom activities. Results revealed that teachers demonstrated a very high level of knowledge, indicating a strong understanding of play-based principles, instructional strategies, and practical classroom applications. Their attitude toward play-based learning was rated high, reflecting generally positive perceptions of its value in promoting holistic child development; however, aspects related to reflective practice and assessment strategies were identified as areas requiring further improvement. The level of implementation was likewise rated very high, as teachers effectively established developmentally appropriate learning environments, facilitated meaningful and engaging play experiences, and documented children’s progress through systematic observation and assessment tools. Statistical analysis showed a significant relationship between teachers’ knowledge and attitude and their level of implementation, suggesting that stronger conceptual understanding and more favorable perceptions contribute to more effective classroom practices. Teachers also reported best practices that supported successful implementation, including the organization of learning centers, integration of play into thematic lessons, utilization of age-appropriate and contextualized materials, active parental involvement, and participation in division- and district-level professional development programs. These findings underscore the importance of sustained professional development initiatives that strengthen reflective practice and assessment competencies within play-based instruction. Overall, the study highlights the need to equip early childhood educators with both solid theoretical foundations and practical pedagogical strategies to create meaningful learning opportunities through play, thereby supporting improved instructional quality and learner outcomes in early childhood education.
Keywords: Administration and Supervision, Descriptive Method, Play-Based Strategies, Dynamic Play-Based Class Activities, Cebu City, Philippines
INTRODUCTION
The education of preschool-aged learners plays a critical role in laying the groundwork for their successful transition into formal schooling. This stage provides a foundation for their holistic development - cognitive, social, emotional, and physical, and helps young learners make sense of the world around them. At this formative stage, it is essential to nurture positive attitudes and encourage learning through meaningful child-to-child interaction.
Programs designed for preschool-aged learners are thoughtfully structured to promote healthy growth and overall development. Research consistently shows that children who experience quality early learning opportunities are better prepared to succeed not only in school but in life as well. Therefore, preschool education forms an indispensable part of a child's early experiences in any educational setting.
Advocates of preschool learning emphasize that young children naturally acquire knowledge through play. The International Play Association (IPA), a global organization that upholds the child's right to play, asserts that play is crucial for children’s development and well-being. Through play, children not only meet their innate need for enjoyment but also explore, discover, and make sense of the world, shaping their identities and building self-confidence in the process.
For preschool-aged learners, play and learning are inseparable. Play serves as a dynamic medium through which young minds engage with their environment, develop problem-solving skills, and construct meaning. This approach to learning recognizes that play is not merely recreational but a purposeful and effective strategy for developing cognitive abilities in early childhood.
At this stage of development, children’s thinking skills are still emerging. Therefore, it is essential to emphasize play-based learning to support these evolving cognitive capacities. The environment, life experiences, and guidance provided by parents and teachers all influence how preschool-aged learners explore and act independently. Thoughtfully designed play activities can channel children’s natural curiosity into meaningful learning experiences. When integrated into the curriculum, play-based learning allows educators to address academic objectives—such as literacy, numeracy, and problem-solving—through varied and engaging methods, potentially enhancing learning outcomes without sacrificing enjoyment.
Traditional methods of teaching continue to emphasize academic rigor, discipline, obedience, and respect, alongside subjects like science, mathematics, reading, writing, art, and physical education. These approaches often require young learners to conform to classroom norms and routines with minimal disruption. However, this strict compliance has led educators and researchers alike to question how classroom management practices affect the developmental behaviors of preschool-aged learners.
Given these considerations, this study assessed the teachers’ knowledge of and attitudes toward the play-based learning approach for preschool-aged learners. The researcher believes that insights gained from this inquiry will significantly influence future teaching practices and, ultimately, learners' academic and personal growth. Therefore, the study aimed to develop play-based classroom activities that align with both developmental needs and educational standards, ensuring that preschool-aged learners are engaged, motivated, and ready for lifelong learning.
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