Play-Based Implementation: Experiences of Kindergarten Teachers

This study explored the experiences of kindergarten teachers in implementing play-based learning and its impact on the social development of learners. Specifically, it examined how teachers facilitate social growth through play, the challenges they encounter, and the coping strategies they adopt in managing the demands of play-based instruction. A phenomenological approach was employed to gain a deep understanding of the lived experiences of kindergarten teachers. Participants engaged in in-depth interviews and focus group discussions, using a semi-structured online format. Thematic analysis through coding surfaced several core themes. For the first research question on teachers' experiences in implementing play-based learning, emergent themes included Social Skills Development, Resource Limitations, and Facilitating Social Growth Through Structured and Unstructured Play. Teachers shared how play enhanced learners' interaction, collaboration, and empathy, despite constraints in materials and space. The second question focused on coping strategies that support teachers’ own social and emotional development in the classroom. Key themes were Maximizing and Improvising Available Materials, Local Community Engagement, and the creative use of limited resources to sustain meaningful play. The third research question highlighted educational management insights drawn from their experience. Themes included Balancing Instructional Planning with Developmental Needs, Resource Allocation and Optimization, and Leadership and Advocacy within the School Environment. Teachers emphasized the importance of supportive leadership, collaborative planning, and flexible use of space and materials. These findings call on school leaders and policymakers to recognize play as a vital instructional strategy and to provide the necessary structural and emotional support for its effective implementation in early childhood education.