THE EFFECTIVENES OF PLAY-BASED LEARNING ON EMOTIONAL AND COGNITIVE DEVELOPMENT OF KINDERGARTEN LEARNERS
DOI:
https://doi.org/10.5281/zenodo.15848605Keywords:
play-based learning, language and literacy skills, numeracy and problem-solving abilities, socio-emotional domainAbstract
Play-based learning was a proven approach that supported children’s cognitive, emotional, and social development more effectively than traditional instruction. Backed by global research and educational theories, it fostered focus, creativity, and lifelong learning. However, in the Philippines, limited early childhood education exposure and implementation challenges hindered its full potential. This study explored the impact of play-based learning on kindergarten learners’ academic performance and emotional growth, addressed barriers, and offered insights for more effective and engaging early education practices. The study concluded that play-based learning significantly improved the socio-emotional development of kindergarten learners, as shown by a notable increase in their emotional expression, cooperation, and confidence after the intervention. However, no significant differences were observed in their language and literacy skills, as well as in numeracy and problem-solving abilities before and after the implementation of play-based learning. These findings suggested that while play-based strategies were highly effective in enhancing socio-emotional growth, their influence on academic domains might have required more targeted and sustained instructional support.
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