INCREASING KINDERGARTNERS’ ENGAGEMENT THROUGH PLAY-BASED ACTIVITIES (PBA)

Forfattere

  • John Frederick R. Barut College of Teacher Education, Mariano Marcos State University, Philippines
  • Ivory Faith G. Agullana College of Teacher Education, Mariano Marcos State University, Philippines
  • Jovelyn C. Domingo College of Teacher Education, Mariano Marcos State University, Philippines
  • Dannika Marie C. Padilla College of Teacher Education, Mariano Marcos State University, Philippines
  • Erika A. Tomas College of Teacher Education, Mariano Marcos State University, Philippines
  • May Flor C. Rivera College of Teacher Education, Mariano Marcos State University, Philippines

DOI:

https://doi.org/10.46827/ejoe.v10i1.5925

Nøgleord:

play-based activities (PBA), kindergartners’ engagement, blocks of time

Resumé

Numerous studies have shown the benefits of play-based activities across various academic areas. Although play-based activities (PBA) have been used in different studies, they have not been extensively applied in kindergarten settings during the blocks of time. Therefore, this study was conducted to increase the engagement of kindergartners using PBA. Due to anticipated factors such as remaining quiet or not engaging in meeting activities, being too shy to interact or communicate with classmates and teachers, and being uninterested and unmotivated in activities, we designed an intervention to enhance kindergartners' engagement. The data were obtained from 36 kindergartners. Pre-observation was conducted to determine the participants' level of engagement, followed by post-observation after implementing play-based activities (PBA). Mean and t-test were used to analyze the gathered data. Prior to the intervention, the participants were not engaged in the blocks of time. The findings revealed that PBA contributed to the improvement of the participants' engagement in the Blocks of Time. Consequently, the more participants were exposed to PBA, the higher the likelihood of their engagement in the blocks of time.

Forfatterbiografi

  • May Flor C. Rivera, College of Teacher Education, Mariano Marcos State University, Philippines

    Prof. May Flor C. Rivera is a faculty member of the Early Childhood and Special Needs Education (ECSNED) Department at MMSU-CTE. She holds expertise in early childhood education, inclusive education, and the design of instructional materials for young learners. Prof. Rivera has actively contributed to the academic community through her research endeavors and is affiliated with various academic networks such as Google Scholar and ResearchGate. Her professional profile and scholarly contributions are also accessible through the Mariano Marcos State University institutional webpage.

Referencer

Alvarado, J. (2018). Why Is Early Childhood Education Important?. Retrieved from https://www.dylantaylorfoundation.org/blogposts/why-is-early-childhood-education-so-important

Bodrova E. & Leong D. (2003). The Importance of Being Playful. Retrieved from https://www.researchgate.net/publication/292822495_The_importance_of_being_playful

Buhs, E. S., Ladd G. W., Herald S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98, 1–13. https://doi.org/10.1037/0022-0663.98.1.1

Coplan, R. J., & Evans, M. A (2009). At loss for words? Introduction to the special issue on shyness and language in childhood. Infant and Child Development, 18, 211-215. https://doi.org/10.1002/icd.620

Crozier, W. R., & Alden, L. E. (2001). International handbook of social anxiety. West Sussex, England: John Wiley & Sons LTD. Retrieved from https://www.wiley.com/en-us/International+Handbook+of+Social+Anxiety%3A+Concepts%2C+Research+and+Interventions+Relating+to+the+Self+and+Shyness-p-9780471491293

Dominguez, A., Ziviani, J., & Rodger, S. (2006). Play behaviors and play object preferences of young children with autistic disorder in a clinical play environment. Autism, 10(1), 53-69. https://doi.org/10.1177/1362361306062010

Farber, S. E. (2016). The Impact of Specific Interventions on Child Engagement in a Preschool Classroom. Retrieved from https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1719&context=grp

Hancock, K. J., Lawrence, D., Mitrou, F., Zarb, D., Berthelsen, D., Nicholson, J. & Zubrick, S. R. (2012). The association between playgroup participation, learning competence and social-emotional well-being for children aged four-five years in Australia. Australasian Journal of Early Childhood, 37, 72-81. https://doi.org/10.1177/183693911203700211

Hemmeter, M., Ostrosky, M., Artman, K., & Kinder, K. (2008). Moving right along. Planning transitions to prevent challenging behavior. YC Young Children, 63(3), 18-25. Retrieved from https://www.researchgate.net/publication/234576458_Moving_Right_alongPlanning_Transitions_to_Prevent_Challenging_Behavior

Hunter, T., & Walsh G. (2014). From Policy to Practice?: The Reality of Play in Primary School Classes in Northern Ireland. International Journal of Early Years Education 22(1), 19–36. https://doi.org/10.1080/09669760.2013.830561

Lynch, M. (2015). More play, please. The perspective of kindergarten teachers on play in the classroom. American Journal of Play, 7(3), 347-370. Retrieved from https://eric.ed.gov/?id=EJ1070249

Myck-Wayne, J. (2010). In Defense of Play: Beginning the Dialog About the Power of a Play. Young Exceptional Children, 13(4), 14–23. Retrieved from https://www.adventure.school.nz/wp-content/uploads/2020/03/Myck-Wayne_In_Defense_of_Play_Beginning_the_Dialog_About_the_Power_of_Play.pdf

O’Connor, C. (2017). The silent and the vocal: Participation and Learning in whole-class discussion. Learning and Instruction, 48, 5-13. https://doi.org/10.1016/j.learninstruc.2016.11.003

Parker, R., & Thomsen, B. S. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classrooms. Billund: LEGO Foundation. Retrieved from https://cms.learningthroughplay.com/media/nihnouvc/learning-through-play-school.pdf

Pyle, A., Prioletta, J., & Poliszczuk, D. (2018). The play-literacy interface in full-day kindergarten classrooms. Early Childhood Education Journal, 46(1), 117-127. Retrieved from https://link.springer.com/article/10.1007/s10643-017-0852-z

Santos, N.C. (2017). Learning Motivation Factors of Grade 8 Students and Its Implications in Science Teaching. Retrieved from https://core.ac.uk/download/pdf/249335797.pdf

Veiga, G., Neto, C., & Rieffe, C. (2016). Preschoolers' free play - connections with emotional and social functioning. The International Journal of Emotional Education, 8(l), 48-62. Retrieved from https://www.researchgate.net/publication/301789425_Preschoolers'_free_play_-_Connections_with_emotional_and_social_functioning

Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Espinosa, L., Gormley, W. T., Ludwig, J., Magnuson, K., Phillips, D., & Zaslow, M. (2013). Investing in Our Future: The Evidence Base on Preschool, Society for Research in Child Development, Washington, D.C. Retrieved from https://www.fcd-us.org/wp-content/uploads/2016/04/Evidence-Base-on-Preschool-Education-FINAL.pdf

Zapata, K. (2020). The Importance of Play: How Kids Learn by Having Fun. Retrieved from https://www.healthline.com/health/the-importance-of-play#takeaway

Downloads

Publiceret

2025-03-27

Nummer

Årg. 10 Nr. 1 (2025)

Sektion

Articles

Licens

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).