A PHENOMENOLOGICAL ACCOUNT OF EARLY CHILDHOOD EDUCATION TEACHERS IN IMPLEMENTING PLAY-BASED LEARNING
DOI:
https://doi.org/10.46827/ejes.v12i8.6142Paraules clau:
early childhood education, teachers, play-based learning, phenomenologyResum
This qualitative-phenomenological study explored the experiences, challenges, strategies, and insights of Early Childhood Education (ECE) teachers in implementing play-based learning (PBL) in kindergarten. Twelve ECE teachers from Magsaysay, Davao del Sur, participated in the study. Findings revealed that PBL enhances student engagement, emotional expression, and knowledge retention, making learning more effective and enjoyable. However, teachers faced challenges such as time management, classroom discipline, and limited resources, often relying on personal funds or improvised materials. Parental and administrative support varied, affecting the smooth implementation of PBL. To address these challenges, teachers used strategies such as differentiating activities, setting clear rules, and involving parents. Creativity and resourcefulness were essential in maximizing available materials and making lessons meaningful. Despite difficulties, teachers remained committed to PBL due to its positive impact on student learning and development. The study highlights the need for stronger institutional support, adequate resources, and improved parental involvement to sustain effective PBL implementation. Future research may explore strategies to overcome challenges, the role of parental and administrative support, and the long-term effects of PBL on children’s development.
SDG Indicator #4: (Quality Education)
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