The Effectiveness of Play-Based Learning in Early Elementary Education: A Quantitative

Analysis

Sacristan Larielyn

Obinguar Rosalyn

Bie Kim

Introduction

Play-based learning has been a fundamental approach in early childhood education, rooted in the

belief that children learn best through engaging and interactive activities. Early elementary

education provides a foundation for students' future academic and social success and integrating

play into learning is seen as an effective method to support development. Play-based learning

allows children to develop cognitive, social, emotional, and physical skills in a natural and

enjoyable way. Teachers, who are at the forefront of delivering education, have a unique

perspective on the benefits of play-based learning and how it can be used to enhance students’
experiences in the classroom. This research explores the importance of play-based learning in

early elementary education from the viewpoint of teachers.

The effectiveness of play-based learning has been widely studied at international, national,

and local levels. As played by the research conducted by Ali et al. (2018), play is very effective

in improving learning, especially among young children. They support cognitive and social

development but also promote it towards developing problem-solving skills and critical thinking

in the early years of education. Nonetheless, play-based learning is not given appropriate

attention in some regions like the Philippines because the traditional system of classroom

structure prioritized discipline, as well as formal instruction, against wider creative learning

opportunities (Omaga & Alieto, 2019). Given the growing amount of evidence that supports the

efficacy of play-based methods, still, there seems to be a dearth of fuller understanding of how

this can be adequately implemented in diverse educational settings.

The past few years have witnessed the growing recognition of play-based learning as a vital
component of early elementary education. While many educators champion play as a powerful
tool for enhancing children's learning experiences and fostering their social, emotional, and
cognitive development, a critical gap exists in understanding how teachers perceive and
implement play-based learning strategies in their classrooms. This research study aims to
investigate the role of play-based learning from the point of view of teachers, examining both its
advantages and the barriers educators may encounter while adopting this approach.

Internationally, there is much debate surrounding the provision of play-based learning in

early childhood education (ECE). Play-based learning has been a fundamental approach in ECE,
rooted in the belief that children learn best through engaging and interactive activities
(Bubikova-Moan et al., 2019). This approach allows children to develop cognitive, social,
emotional, and physical skills in a natural and enjoyable way. However, a significant challenge
arises from the lack of clear definitions of play-based learning, which can lead to inconsistencies
in its application in classrooms (Bubikova-Moan et al., 2019).
Research synthesized from 62 studies reveals that teachers face numerous difficulties, including
pressure from education and curriculum standards, which can lead to a decrease in the amount of
time dedicated to play (Bubikova-Moan et al., 2019). This gap between policy expectations and
actual practice raises questions about the effectiveness of play-based learning in promoting
optimal educational outcomes for young children.

Nationally, similar challenges persist, often fueled by a focus on academic performance over
play in early childhood education (Li & Kangas, 2024). This emphasis on academic achievement
can limit the integration of play into learning processes, leaving educators struggling to balance
curriculum expectations with the need to provide a play-rich context for children's development
(Li & Kangas, 2024).

In the Philippines, while Filipino teachers recognize the potential of play-based learning, its
implementation is often overshadowed by the pressure for academic achievement and traditional
teaching practices (Omaga & Alieto, 2019). This underscores the need for further research on
strategies for enhancing teachers' effective use of play as an approach to holistic child
development.

The Need for Further Research Despite a growing body of evidence supporting the efficacy of
play-based methods, a fuller understanding of how to implement this approach effectively in
diverse educational settings is still lacking. Research on play-based learning reveals a significant
gap in how educators understand and implement this approach in the early years of education.
This gap highlights the pressing need for more research on the strategies for enhancing teachers'
effective use of play as an approach to holistic development of children.

The findings of this study will be disseminated through presentations at educational conferences,
articles in rigorous peer-reviewed journals, and workshops for teachers. This will help to
influence policymakers and educational leaders in advocating for the relevance of play-based
learning in early childhood education. By sharing the insights gained from the experiences of the
teachers in this study, it becomes possible to raise awareness and begin discussions on how play
impacts effective educational practice. This way, findings are ensured to be disseminated into an
audience that can best lead to a change in meaningful actions about early childhood education
practices.

Review of Related Literature

Taylor and Boyer (2020) in their article, “Play-Based Learning: Evidence-Based Research

to Improve Children's Learning Experiences in the Kindergarten Classroom”, describe how

teachers are anticipated to balance the academic standards that mandate high expectations for

learning and developmentally appropriate practices like PBL. As suggested in this article, while

children are involved in most teaching approaches, engaging them freely and allowing them to

stay busy on activities of interest and at their own skill levels, PBL tends to be more focused on

providing an academic, social, and emotive enrichment for children. It critically points out that

PBL affords the opportunity for deeper learning for students, promoting critical thinking via trial

and error and encouraging children in ways that traditional methodologies do not. The authors

outline multiple theoretical frameworks and types of play that they believe are part of what

makes PBL effective, in addition to noting how it helps children learn social and cognitive skills

in a more natural and engaging way. From the evidence-based research by Taylor and Boyer

(2020), it has been supported that PBL offers rich learning experiences more so than pure

academic instruction. They end by concluding that teachers can make the classroom environment

better by introducing some form of play in whatever teaching strategy they have while at the

same time maintaining educational standards.

Alam (2022) in his study, “Influence of Play-based Learning in Early Childhood

Education (ECE) in Bangladesh: Lessons from Japan”, throws attention at a worldwide need

for play-based learning in ECE, particularly within countries like Bangladesh. According to the

study, playtime is a time usually overlooked in children's lives by both parents and school

systems responsible for academic performance despite its importance in their development. The

study puts forward that play-based learning enhances creativity and imagination, which are

inevitable constituents of one's education process. Alam's research work highlights that the

country lacks support from the government in this respect. Socioeconomic factors have also been

found to be factors preventing effective implementation of PBL in Bangladesh. Alam (2022)

quoted the Japanese model in the early years of education and proposed that policies and

teaching should be oriented to play. This research indicates that the integration of play in daily

learning can help in solving mental and physical health issues for children at the same time

upgrade the cognitive competencies. Moreover, the cultural and social background of the

application of play-based learning can indicate potential effects that are possible by adoption of

PBL into educational settings in countries where academic stress outweighs holistic

development.

Review of Related Studies

In their study, “Play-based Learning: A Qualitative Report on How Teachers Integrate

Play in the Classroom”, Heang et al. (2021) shared with readers how teachers felt about it while

they proposed to integrate play into early education. Emphasizing that play-based learning

allows children to interface with the world through inquiry, problem-solving, and social

interaction, teachers reveal that it fosters cognitive, social, emotional, and physical development.

This is consistent with the scope of the current research interest on how teachers view the

significance of play-based learning in early elementary education. Heang et al. found that

teachers have a significant role in making choices about materials, leading activities and also

collaborating with parents to ensure that play-based learning is associated with developmental

milestones. The study identified challenges that include classroom management and structured

constraints, which align with some of the concerns to be raised as teachers implement play-based

learning within elementary classrooms. Heang et al. determined that despite these barriers,

teachers integrate play into the curriculum due to positive effects from the learning outcomes.

These findings thus validate the hypothesis that insights from the teachers are relevant in the

sense of whether play-based learning should be integrated at early education settings. Moreover,
their recommendation to explore the space of structured and play provides, on its own, a

guideline on where teachers can make balance between both approaches and yet meet scholarly

goals.

Conceptual Theoretical Framework

From a theoretical perspective, the study can come under Piaget's Theory of Cognitive

Development, which emphasizes interactive learning through experience in the environment.

According to Piaget, children experience four stages of development: sensorimotor,

preoperational, concrete operational, and formal operational. The stages explain how children's

thought evolves from mere physical interaction to complex abstract mental operations.

According to Lefa (2014), the stages show a change in the nature of the child's thought.

Piaget's theory is very applicable in understanding why play is the essential component of

early elementary education since play is the primary way children investigate their world and

make sense of things. In this preoperational period from the ages of 2 through 7, children begin

to use symbols and are engaged in imaginative play, which is critical to language development,

problem solving, and logic (Lefa, 2014). Play can practice real situations among the children,

and they will be under the protection of a low risk for experimenting with concepts and ideas.

The learning through playing is consistent with Piaget's notion that children as active learners

build knowledge about the world by personal experiences. This learning is supported by teachers

through facilitating an environment that encourages children to assimilate and accommodate

their new learnings. Piaget stresses the need for learning activities to be appropriate to the child's

developmental stage and to offer opportunities for exploration and interaction (Piaget, 1983).
Through such play activities, a teacher can utilize the play-based learning situation to design

activities which encourage cognitive development: the children can solve problems; take part in

social interactions; and apply their emerging cognitive skills meaningfully.

Piaget's theory is actually what provides the support for how play-based learning can activate

cognitive development and be compared to belief of teachers in utilization efficiency. It also

points out the fact that teaching plays act along with developmental needs of children, which

increase learning opportunities while deepening understanding through essential skills and

concepts (Lefa, 2014).

This study employs the Input-Process-Output (IPO) model in formulating the conceptual

framework of this research. It starts by identifying the input stage, which comprises two primary

parts. First, it exemplifies the demographic profile of the teachers to be targeted that includes

some of the variables like age and years of experience . Demographic factors can thus be used in

understanding the varieties of teacher perspectives and how these may influence their

perceptions on play-based learning in early elementary education. The second component of the

input is to collect teachers' perceptions of play-based learning, more specifically its value in the

classroom, benefits to students, and challenges in implementing it in the classroom. Such inputs

are required to form a complete view of the understanding and appreciation of play-based

learning by teachers and the challenges they face when applying such forms of education.

The Process stage is the point at which the data collection and analysis will be carried out.

Data will be collected using surveys questionnaire with teachers about their perceptions of play-

based learning. Analyze teachers' responses to obtain an overall perception regarding play-based

learning, the possible advantages that this learning conveys for student cognitive, social, and

emotional development, and the challenges of which the present step specifically identifies-these
include lack of time, resources, and training. The process also includes identifying strategies that

teachers currently use to overcome such challenges. By analyzing this information, research aims

to discover patterns of approaches the teachers have towards play-based learning, and whether it

differs by demographic background or education experience.

The Output of the framework is generating insights about importance from the teacher's

perspective. This requires summarizing their thoughts on what the importance of play-based

learning has to be for young children, what are the general challenges that cannot be overcome,

and which strategies have been beneficial in overcoming them. The results will enable

understanding, in a clearer way, how to view and deliver play-based learning early elementary

education renders useful information for improvement of teaching skills and supporting teachers

in implementing play-based learning more effectively.

INPUT: PROCESS:

OUTPUT:
Demographic Profile of Data Collection:

Teachers: Insights on the Importance of

Survey
Play-Based Learning:
Age questionnaire with
Years of Teachers Summary of

Experience Analysis: Teachers'

Perspectives
Understanding
Perception of Teachers on Challenges and
Teachers’
Play-Based Learning: Barriers in
Perceptions
Implementing
Importance of Identifying
Play-Based
Play-Based Common
Learning
 Effective

Statement of the Problem

This study aimed to explore the importance of play-based learning in early elementary
education from the perspective of teachers. Specifically, it sought to answer the following
questions:
1. What is the demographic profile of teachers in terms of:

1.1 age

1.2 years of teaching experience

2. How do teachers perceive the benefits of play-based learning in terms of

 2.1 student engagement

2.2 social skills

2.3 cognitive development

3. What challenges do teachers face in implementing play-based learning in the classroom?

4. How do teachers integrate play-based learning with academic standards and curriculum

requirements?

5. What support do teachers believe is necessary for the effective implementation of play-based

learning?

Definition of Terms

● Classroom Ecology: Classroom ecology refers to the dynamic interaction that exists
between the physical environment and social relationships—and so with regard to
methods of instruction—between play-based and structured learning. This term was used
to analyze the phenomenon through the lenses of teachers' perceptions of the balance
between structured learning and classroom play.

● Developmental Scaffolding: Developmental scaffolding refers to encouraging children to

participate in play-based educational activities by the teachers, which supports their
learning and helps them achieve more complex tasks for the problem-solving of a
situation that decreases with the help of teachers during such play-based activities.

● Intrinsic Motivation: Intrinsic motivation meant an inbuilt desire on the part of the
students to take part in play-based learning because of the intrinsic joy and satisfaction
that relates to the activity undertaken. The study implied an investigation into how
teachers perceived a role of play for self-motivated learning on the part of young
students.
 ● Pedagogical Play: Pedagogical play is the methodical use of play activities in class, by
teachers, to facilitate learning and development by students. This term was employed in
the study to elaborate on how teachers use play as a means of instruction so that early
elementary students can benefit cognitively, socially, and emotionally.

● Play Cognitive Flexibility: Play cognitive flexibility can therefore be described in the
sense that a child can change his or her train of thought and ways of responding to
various situations. The paper referred to the use of the term in elaborating on how the
teachers measured the impact of the play-based learning process on students' problem-
solving skills as well as their adaptability in the class.
SCOPE AND DELIMITATION
This study investigated the perceptions of teachers in early elementary education regarding the
importance of play-based learning. It explored their beliefs about the benefits, challenges, and
effective implementation strategies for incorporating play into the classroom.
This study aimed to understand the perspectives of early elementary teachers on the value of
play-based learning and how it can be effectively implemented in the classroom. The participants
were early elementary teachers (kindergarten to grade 3) in public schools. The study was
conducted in public schools and during this semester.
SIGNIFICANCE OF THE STUDY
This research aimed to highlight the value of play-based learning in early elementary education,
especially from the viewpoint of teachers. It benefited several groups by providing insights and
evidence on how this approach can improve the learning experience.
Administrators: The research could guide administrators in implementing or improving play-
based learning programs, helping create an environment that supports holistic student
development.
Learners: Young learners benefited from improved teaching methods that fostered their social
skills, creativity, and cognitive growth, making learning more enjoyable and effective.
Parents: Parents gained a better understanding of the educational value of play and how it
contributes to their child's growth and success in school.
Policy Makers: The study may provide useful data that can influence education policies and
promote practices that prioritize active learning and child development in early education.
Teachers: The findings helped teachers understand the benefits of play-based learning, giving
them strategies to better engage students and support their development in the classroom.

METHODOLOGY
RESEARCH DESIGN
This research employed a descriptive research design to determine the views of teachers
regarding the importance of play-based learning in early elementary education. According to
Hassan, M. (2024), descriptive research design is that research methodology that tries to
document or describe characteristics, behaviors, attitudes, opinions, or perceptions of a group or
population being studied. The study aimed to obtain information that was detailed and
informative regarding teachers' perceptions of the positive influences of play-based learning, as
well as obstacles encountered in this process.
Descriptive research was appropriate since it enabled the collection of both qualitative and
quantitative data through questionnaires and interviews, which provided an all-inclusive
understanding of the viewpoints of teachers. The data was collected using structured
questionnaires from elementary school teachers about early recording both statistical information
and personal experiences. Responses were analyzed by extracting common themes and patterns
that concerned using play-based learning, the observable benefits of their students, and the
obstacles the teachers faced. It made it possible for in-depth exploration of the perspectives of
teachers and provided a means to collect rich information toward the development of play-based
learning practices in school.

RESPONDENTS
The respondents for this study were early elementary school teachers from public schools in
Angeles City, Pampanga. The participants were the teachers in the early elementary grades
(kindergarten to grade 3). This ensured that participants had provided valuable insights into the
implementation of play-based learning in their classrooms. Additionally, participants were given
a questionnaire based on their willingness to participate in the study and their availability to
complete the survey. The goal was to recruit a group of teachers representing their teaching
styles to ensure the generalization of the findings.

RESEARCH INSTRUMENT
The study aimed to find out teachers' perceptions of play-based learning through a standardized,
quantitative survey that included questions about the following topics: demographic teacher
details, including age and years of teaching experience, perceived benefits of play-based learning
in the student: how students were engaged in class, their social skills, and support to cognitive
development. Teachers were asked to rate their agreement with each statement using a 4-point
scale.
 Strongly Disagree 1

Disagree 2

Agree 3

Strongly Agree. 4

The questionnaire touched upon some

challenges that teachers endured such as time and resource constraints and alignment towards
standards and curricula, and whether they possessed self-efficacy or believed in their ability to
prepare a course on play-based learning. The final section was on the need for support which
would be followed through professional development and the availability of resources in
executing the play-based learning in a very effective and accessible manner. This way, the
responses better illustrated the conditions affecting adoption and implementation as far as play-
based learning in class was concerned.

DESCRIPTIVE STATISTICS
This study employed descriptive statistics, specifically frequency, percentage, and mean, as the
primary statistical tools to interpret and analyze the data gathered. These measures were
calculated using the following formulas: - Frequency: The number of times a particular response
occurred in the data. - Percentage: (Frequency / Total Number of Responses) x 100% - Mean:
Sum of all responses / Total Number of Responses These formulas were applied to the data
collected from the survey questionnaire to provide a comprehensive understanding of teacher
perceptions regarding play-based learning.

DATA GATHERING PROCEDURE

To gather the necessary data, the researchers obtained permission from the principal of the Basic
Elementary Education in public school to conduct the study at this institution. Upon approval,
the researchers approached teachers in public schools, specifically those teaching kinder to
Grade 3, with an estimated 15 respondents. A researcher-made survey questionnaire was used as
the research instrument for collecting information on the importance of play-based learning in
early elementary education. Data gathering was conducted face-to-face over a period of
approximately 5 days. To ensure a good representation of teachers' views, the survey was
administered in public schools. The researchers obtained consent forms from participants to meet
ethical guidelines. The pilot testing of the survey instrument was conducted after the title
defense. The researcher-made survey questionnaire was used to ensure that all aspects of the data
were covered in this study.

ETHICAL CONSIDERATIONS

For ethical considerations, the researchers considered the following before conducting the study:
1. This study considered the protection rights of the participants.
2. The study was voluntary and conducted with the permission of the respondents.
3. The respondents received a briefing and key information about the purpose of the study.

References:
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● Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). THE EFFECTS OF PLAY-
BASED LEARNING ON EARLY CHILDHOOD EDUCATION AND
DEVELOPMENT. Journal of Evolution of Medical and Dental Sciences, 7(43),
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Learning: A Qualitative Report on How Teachers Integrate Play in the Classroom.
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Report-on-How-Teachers-Integrate-Play-in-the-Classroom.pdf
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