The Joy of Learning: Play-Based Approach to Kindergarten Learning

Abstract

This phenomenological study explored the experiences of teachers in implementing a play-based approach in kindergarten learning in New Corella District, Division of Davao del Norte. This also probes their coping mechanisms from the challenges they encountered, and their insights drawn from the findings of this study. Qualitative – phenomenological study was employed in exploring the views of the ten (10) kindergarten teachers of which primary instrument of data gathering was through in- depth interview. Major findings indicated that the three major themes central to the experiences of teachers in implementing a play-based approach were: pedagogical challenges and adaptation, creating inclusive and responsive learning environments, and parental engagement and communication. In addition, it delves into three major themes encapsulating the coping mechanisms of teachers: professional development and support systems, adaptability and reflective practice, and parental and stakeholder communication. Finally, three major themes emerge as vital contributors to successful educational management: holistic child development, emphasizing the interconnected growth of cognitive, social, and emotional skills; student-centered learning and individualized instruction, highlighting the shift towards tailored approaches that accommodate diverse learning styles; and assessment strategies aligned with play-based learning, acknowledging the need for innovative evaluation methods that capture the depth of experiential learning. The implications of research on implementing a play-based approach to kindergarten learning are far-reaching and hold significant importance for educational practitioners, policymakers, and stakeholders alike. As educators globally explore innovative pedagogies, the findings from research in this domain can inform evidence-based practices that foster holistic child development. Insights into the effectiveness of play-based learning methods have the potential to reshape curriculum design, teacher training programs, and classroom practices, emphasizing the importance of student-centered, experiential learning.