Play-Based Learning and Early Childhood Development in Kindergarten Classrooms at Dadap Elementary School
DOI:
https://doi.org/10.55687/ste.v5i1.274Abstract
Play-based learning is widely recognized as a cornerstone of effective early childhood education, supporting children’s cognitive, socio-emotional, and physical development. In public kindergarten classrooms, particularly in developing contexts, the implementation of play-based approaches is shaped by curricular expectations, classroom realities, and teacher practices. This study examined the extent of play-based learning and its influence on early childhood development in kindergarten classrooms at Dadap Elementary School. Using a convergent mixed-methods design, data were collected through classroom observations, early childhood development surveys, and semi-structured teacher interviews. Quantitative findings indicated that play-based learning activities were moderately to highly implemented and were strongly associated with learners’ socio-emotional and behavioral development, with moderate effects on cognitive development. Qualitative findings revealed that structured play, teacher scaffolding, and interactive activities supported holistic development, while constraints such as class size and time limitations influenced instructional choices. The study highlights the importance of sustaining developmentally appropriate, play-based pedagogy in public kindergarten classrooms to enhance early childhood development.
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