Play-based Learning Implementation of Early Childhood Educators in IPED Schoold: A Case Study

This study intends to look into the play-based implementation experiences of the early childhood educators in DepEd Kindergarten classrooms in Pangantucan, Bukidnon that has Indigenous Peoples (IP) learners, and the effectiveness of play-based learning as a means of nurturing the holistic development of children. By focusing on the experiences of early childhood educators, the study aims to uncover both successes and challenges in integrating play-based methods. Specifically, this study seeks to understand how teachers describe their use of play-based activities as part of their teaching practices and the challenges and successes they encountered while using play to facilitate learning. Finally, this research seeks to gather insights into any noticeable changes teachers observe in their children’s overall well-being, such as their happiness, confidence, or social development, as a result of implementing play-based learning.