Exploring Perceptions on Play-Based Kindergarten Classrooms: Benefits and Challenges from Parents, Pupils, and Teachers

Aim: This qualitative study explored the perceptions of parents, kindergarten pupils, and teachers regarding the benefits and challenges of play-based classrooms in select schools in the National Capital Region (NCR).It aimed to understand how structured and unstructured play-based learning was experienced and interpreted by these key stakeholders.Methodology: Data were collected through in-depth semi-structured interviews with parents and pupils, and focus group discussions with teachers.Thematic analysis was used to identify and interpret patterns and themes across the responses, providing rich, descriptive insights into participants' perspectives.Results: Findings indicated that play-based approaches promoted holistic development-including social, emotional, cognitive, and motor skills-by fostering engagement, creativity, and collaboration.However, challenges emerged related to classroom management, resource limitations, and differing expectations between parents and teachers.Pupils described both enjoyment of free play and frustration with certain rules, while teachers emphasized the need for better training and materials. Conclusion:The study underscored the importance of strengthening communication between home and school, supporting teachers with professional development, and involving children's voices in planning activities.These steps were seen as essential to addressing challenges and creating more inclusive, child-friendly play-based learning environments.