Game-Based Pedagogy in Kindergarten Education: A Qualitative Exploration of Teaching Practices and Learner Engagement in Early Childhood Classrooms

Abstract

Game-based pedagogy has emerged as a transformative approach in early childhood education, fostering learner engagement, motivation, and holistic development. This qualitative multiple-case study explored the teaching practices, experiences, and perceptions of kindergarten teachers in implementing game-based pedagogy, as well as its influence on learner engagement. Six kindergarten teachers from selected public elementary schools in the Philippines were purposively selected. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using Braun and Clarke’s (2006) thematic analysis. Findings revealed four major themes: (1) game-based pedagogy as a catalyst for active engagement, (2) play as a medium for holistic learning, (3) teacher creativity and instructional adaptation, and (4) challenges in implementation. Results indicated that learners demonstrated increased participation, confidence, and collaboration when instruction prioritized play-based interaction over performance-driven activities. However, the sustainability of game-based pedagogy was constrained by limited instructional resources, insufficient teacher training, and time constraints. The study underscores that effective implementation of game-based pedagogy requires not only innovative teaching strategies but also institutional support and professional development. The findings contribute to the growing body of literature on inclusive and learner-centered pedagogies and provide practical implications for early childhood educators, school leaders, and policymakers.