Play-Based Learning in Early Childhood Education: A Qualitative Case Study of Kindergarten Pedagogical Practices at Bagong Sikat Elementary School–Main

Abstract

Abstract

Play-based learning has become a fundamental pedagogical approach in early childhood education due to its capacity to enhance holistic learner development. This qualitative case study explored the pedagogical practices of kindergarten teachers implementing play-based learning at Bagong Sikat Elementary School–Main. Specifically, the study examined instructional strategies, classroom experiences, learner engagement, and challenges encountered in implementing play-centered instruction. Purposive sampling was utilized in selecting kindergarten teachers as participants. Data were gathered through semi-structured interviews, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis was employed in analyzing the data. Findings revealed that play-based learning promoted active participation, social interaction, creativity, language development, and experiential learning among kindergarten learners. Teachers commonly utilized role-playing, manipulative games, storytelling, music-and-movement activities, and collaborative play experiences to facilitate learning. The study further revealed that play-based instruction enhanced learners’ confidence, communication skills, and classroom motivation. However, participants identified challenges related to limited instructional materials, classroom management difficulties, time constraints, and inadequate parental understanding of play-oriented instruction. The findings emphasize the significance of developmentally appropriate pedagogies in fostering meaningful learning experiences in early childhood education. The study recommends strengthened institutional support, continuous teacher training, and enhanced provision of contextualized play materials to improve the implementation of play-based learning in kindergarten classrooms.