PLAY-BASED APPROACHES BY DAYCARE AND PRIMARY GRADE TEACHERS AND LEARNERS’ CLASS PERFORMANCE: FOUNDATION FOR AN ENHANCED PLAY-BASED INSTRUCTIONAL PROGRAM

This study examined the play-based approaches used by daycare workers and primary grade teachers, as well as learners’ class performance in Zone III, Schools Division of Zambales, during the 2024-2025 school year. A total of 207 daycare workers and primary grade teachers, along with 207 learning facilitators, participated in this quantitative-descriptive, causal-comparative, and correlational study, using a validated, researcher-designed questionnaire. The study focused on play-based approaches in concept formulation, material preparation, activity execution, and learning engagement, while class performance was assessed in terms of cognitive development, social interaction, emotional engagement, and skills application. Results showed that the majority of teachers were female, aged 30-39, teaching Grade 3, holding Teacher III positions, and with 10- 19 years of experience, most of whom had earned MA degrees. Teachers and learning facilitators moderately implemented play-based approaches, reflecting a balanced but not extensive integration of play in teaching. Teachers frequently observed moderate cognitive, social, emotional, and skills development among learners, indicating a positive impact of play-based strategies. However, no significant difference was found between teachers' play-based approaches and their age, gender, grade level, position, length of service, or educational attainment. A significant difference was observed between the approaches of teachers and learning facilitators, with teachers implementing these methods more effectively. The study recommends developing an enhanced play-based instructional program and exploring complementary strategies to strengthen learners' cognitive, social, emotional, and skills development. Involving both teachers and facilitators in the design of this program is essential to ensure its effectiveness.