Difficulties of Kindergarten Teachers in Teaching Play-Based Learning

Abstract Play-based learning is a vital aspect of early childhood education that provides children with a meaningful and enjoyable way to learn and explore the world around them. The key purpose of this study is to find out the difficulties by kindergarten teachers in teaching play-based learning in two districts of a large-sized division in Central Philippines for the school year 2024-2025 as the basis for an intervention plan. Descriptive research was conducted and used a 30-item survey questionnaire as a tool to gather data from thirty (30) kindergarten teachers and to find out their difficulties in teaching play-based learning. The results revealed that the level of difficulties by kindergarten teachers in teaching play-based learning in the areas of motor skills, creativity skills, and social skills was moderate. Furthermore, a comparison of their demographic profiles revealed no significant difference in the level of difficulties by kindergarten teachers in teaching play-based learning in these three areas. The findings of this study provide a foundation for kindergarten teachers to enhance their instructional delivery within the kindergarten program. This calls for education authorities to give more attention to the kindergarten program by providing teachers with training and development programs and should be supported by stakeholders in order to overcome the difficulties faced by kindergarten teachers. Keywords: Difficulties, kindergarten teachers, teaching play-based learning