ABSTRACT
This study focused on determining play-based learning in kindergarten as a means of fostering literacy and numeracy development, serving as a basis for the preparation of localized play-based learning materials in public elementary schools. Conducted in Albay, it employed the descriptive method utilizing the survey technique. Twenty-three (23) School Heads and twenty-three (23) Kindergarten Teachers in public elementary schools served as respondents. Statistical tools included Frequency Count, Percentage Technique, Weighted Mean, Kruskal-Wallis H Test, and Welch's t-test Correlation of Concordance. The extent of the play-based approach was found Moderately Implemented across Cognitive (WM = 3.13), Psychomotor (WM = 3.19), and Affective (WM = 3.22) domains. A significant difference was found among the three domains (H = 67.97 > χ² = 5.99). Kindergarten learners' developmental levels showed notable improvement from the first to the second conduct—average performance increased from 49.69% to 86.79%. A significant relationship was established between the extent of play-based approach implementation and learner performance (Welch's t = 115.93 > t-tabular = 12.707). Localized play-based learning materials were prepared and rated Highly Acceptable (GWA = 3.73).
Keywords: Play-Based Learning, Kindergarten, Literacy Development, Numeracy Development, Public Elementary Schools, Cognitive, Psychomotor, Affective, Localized Learning Material
INTRODUCTION
The early years of a child's education lay the foundation for lifelong learning, particularly in the development of literacy and numeracy skills. In kindergarten education, traditional methods of instruction often fall short in engaging young learners whose cognitive, emotional, and physical development thrives through active experiences. Play-based learning has emerged as a child-centered approach that integrates play with purposeful instruction, enabling children to explore, experiment, and make meaning of their environment.
Republic Act No. 10157, or the Kindergarten Education Act, institutionalizes kindergarten as the compulsory and mandatory entry stage to the formal education system, emphasizing the use of child-centered, play-based, and developmentally appropriate practices. DepEd Order No. 32, s. 2012 promotes holistic development through the integration of play and experiential learning. These legal and curricular frameworks underscore the government's commitment to early childhood education as a critical stage that demands innovative approaches responsive to young learners' needs.
Despite policy support for play-based learning, many public elementary schools continue to struggle with its practical implementation due to challenges such as overcrowded classrooms, lack of instructional materials, and limited teacher training. Consequently, literacy and numeracy performance among kindergarten learners remain inconsistent, with some failing to meet early learning benchmarks. This study examined the effectiveness of play-based learning in real classroom settings, particularly within the public school system, and explored how this approach influences foundational literacy and numeracy development to provide evidence-based insights for improving early education practices.
see PDF attachment for more information