Play-Based Learning in Kindergartens: Anecdote of Pre-School Teachers

Play-based learning was a prominent pedagogical approach in early childhood education, where the study delved into the anecdotal experiences and perspectives of preschool teachers from the District of North Malita, Division of Davao del Norte, regarding play-based learning in kindergarten settings. Through a qualitative inquiry, this study explored teachers' experiences, challenges, coping mechanisms, and nuanced insights in implementing play-based learning methodologies. This research employed semi-structured interviews, whose participants were chosen through purposive sampling, aiming to capture a diverse range of experiences from preschool teachers. The findings of this study suggest that play-based learning, as integrated into preschool classrooms, has a positive impact on the learning welfare of kindergartners. It encouraged holistic development, leading to the achievement of life and practical skills. Moreover, emerging themes discussed the challenge of accommodating varied personalities in every classroom, a challenge that also persisted and impacted play-based instruction. On the other hand, teachers experienced adverse effects due to a lack of professional development, which negatively impacted their performance as educators. It was also understood that training was needed to support teachers in this field. However, amidst these challenges and difficulties, coping mechanisms such as adapting preventive and reactive strategies for challenging behaviors, employing positive communication, and establishing open lines of communication with parents emerged as significant tools that helped preschool teachers navigate the difficulties they encountered.