Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

An early childhood education environment should be a place where

children establish a passion for learning. Children should be able to develop a

love of learning through a range of play activities in an early childhood

education setting. Play is the most effective way to develop physical fitness in

children and counter obesity (Maliyok, 2015). Play is to “engage in an activity for

enjoyment or recreation rather than a serious purpose” (Oxford University Press,

2020). The brain also develops faster for children who play outdoors and indoors

(Narvaez, 2014; Wang and Aamodt, 2012). Play reduces stress (Wang and

Aamodt, 2012) and enhances their curiosity, creativity and confidence when

communicating with the environment and other children. Play helps children

develop and explore a fantasy world in which they may master their anxieties

while acting out adult roles they gain new skills that lead to confidence, courage,

and resiliency in the face of future obstacles. Children construct their own

conceptions of reality as they learn to navigate their physical and social

environments.

The International Perspective study found that free play has a significant

impact on healthy child development. In the United States, 21% of lessons

included both free play and a kid-led activity, while only 2% of free play

activities were permitted in the third class (Brussoni et al., 2012). Australian

research found that half of kids between the ages of 4 and 8 included pictures of
being driven. In the UK, girls from less affluent families showed better

awareness about their surroundings than girls from middle-class backgrounds.

Herrington and Nicholls argued that the Canadian Standards Association's

standards for children's play spaces and equipment did not reflect children's

developmental and play needs. (Brussoni et al., 2012).

In Asian countries, early childhood education (ECE) policies often

emphasize the importance of play, which reflects the influence of globalization

on Asian culture. Play is recognized as a crucial aspect of high-quality ECE

programs across Asia. Educational settings that promote playful experiences are

considered essential for successful ECE programs, and Asian ECE teachers are

expected to provide children with child-centered, process-oriented, stimulating,

valuable, and joyful play opportunities. Extensive research in the Western

context has consistently demonstrated the positive impact of play on various

aspects of children's development and educational outcomes, including physical,

socioemotional, cognitive, and academic achievements (Bautista et al., 2019;

Grieshaber, 2016; Gupta, 2014).

In the Philippines, as part of that country’s attention to UNESCO's

Education for All goals, there has been a focus on early childhood education.

However, there hasn't been much investigation on early childhood schooling in

the Philippines. (Omaga & Alieto, 2019) gave their understanding how Filipino

early childhood educators view play, literacy, and the importance of these in

children's development learning is vital. In addition, their study states that

Filipino early childhood educators use dominant developmental discourses to

emphasize the social, emotional, physical, and intellectual advantages of play,

particularly in terms of children's literacy learning. They use a variety of play

activities, such as active play, exploratory play, manipulative play, music, and

dramatic play. Play is essential to early childhood educational philosophy as it is

where children build their thoughts and generate their own knowledge.

However, the historical issue of play has altered and reduced over the

years. Children are struggling academically as a result of the decline in

unstructured play. Young children can obtain essential life experiences through a

variety of roles in everyday play, which will encourage growth and eventually

convert into necessary maturity abilities. Play is not addressed in the

curriculum or early learning standards. There is a lack of professional

development for teachers that focuses on learning through play. Many

instructors are unprepared to use play-based learning in their classrooms. Even

when teachers recognize the need for such hands-on items, there are frequently

inadequate resources and inadequate instruction creating play activities Lack of

understanding of the importance of play as a foundation for academic concepts.

Misconceptions regarding play among parents or guardians. Many individuals

believe that play is meaningless and that it diverts resources away from 'real

learning' when challenge resulted, from a shortage of awareness of the

advantages of play in children's education, which leads to families failing to

request play sessions in preschool education and school environments.

 The purpose of this study is to determine the perception and attitude of

parents on the importance of play in child development in some public and

private pre-schools the city of Catbalogan. Both public and private school

respondents were asked to explain the attitudes and perceptions of their parents

toward play and its significance to them on the importance of play in child

development, which could be measured by the questionnaire and interview

instrument used to investigate and seek factual information. Therefore, given the

substantial effect that parents' ideas and subsequent decisions have on children's

early experiences, it becomes necessary to have a better understanding of these

people's viewpoints (Dancy, 2000). The gap in this study lies in the limited

understanding of parents' perception and attitude towards the importance of

play in child development in the specific context of public and private pre-

schools in the city of Catbalogan. By investigating the attitudes and perceptions

of parents, the study aims to bridge this gap and provide valuable insights into

how parents view play and its significance in their children's development.

The significance of this study is two-fold. Firstly, understanding parents'

perspectives on play can help inform educators, policymakers, and other

stakeholders in designing and implementing effective early childhood education

programs. By gaining insights into parents' attitudes and beliefs, educators can

better align their teaching strategies and approaches to meet the expectations and

values of parents, ultimately enhancing the quality of education provided to

children. Secondly, since parents play a crucial role in shaping their children's

early experiences, it is important to investigate their viewpoints. By exploring

parents' perceptions and attitudes towards play, the study can contribute to

raising awareness among parents about the benefits of play in child

development. This knowledge can empower parents to actively engage in

supporting and promoting play-based activities at home, fostering their

children's holistic growth and development.

Problem Statement

This study aimed to determine the perception and attitude of parents on the

importance of play in child development in some public and private pre-school

in Catbalogan City.

Specifically, it aims to seek an answer for the following questions;

1. How do parents perceive play relative to child development?

2. What were the attitude of parents towards play as part of child

development?

Theoretical Framework

The theoretical framework of this study focuses on examining the

perception and attitude of parents towards the role of play in child development.

Play is widely recognized as a fundamental aspect of children's growth and

learning, encompassing physical, socioemotional, cognitive, and educational

domains. It has been shown to have positive impacts on various developmental

outcomes, including creativity, problem-solving skills, social interactions, and

overall well-being. However, there is a gap in understanding how parents

perceive and value play in relation to their child's development. By exploring the

perceptions and attitudes of parents through surveys and interviews, this study

aims to uncover their beliefs, knowledge, and practices regarding play and its

significance. The findings will contribute to the existing literature on parental

involvement in early childhood education and inform educators, policymakers,

and parents themselves about the importance of incorporating play-based

activities in children's lives. Understanding parental perspectives will foster

collaborative efforts to create supportive environments that encourage and

nurture play experiences, ultimately promoting optimal child development.

Below are the theories that could be utilized as the basis throughout this study.

Froebel’s Play Theory

Hoskins, K., & Smedley, S. (2018) evaluated the Froebel's play theory. It

was mentioned that wooden blocks 1-6 were produced as a set of presents, and

sticks, clay, sand, slates, chalk, wax, shells, stones, scissors, and paper folding

were used as occupations. Along with Froebel's skills and accomplishments, the

adage that "play is the highest expression of human development in childhood

for it alone is the free expression of what is in the child's soul" appears suitable.

Froebel argued that children learn about the world via play by gaining firsthand

experience. His ideas on play and the importance of discovering from nature are

generally acknowledged. The overall health and physical development of a child

were vital in Froebel's opinion. Froebel developed this new course using his

scientific and mathematical expertise. especially because the abilities and

professions are adaptable and can be used to encourage kids' independent play.

According to the 2012 article in the European Early Childhood Education

Research Journal, "Young children are Natural of their world lead to

spontaneous 1 self-directed learning. Play is both a right of children and a

method of instruction for pre-schoolers and school-aged children, and children

and parents free time has been reduced to a minimum by numerous tasks.

Froebel believed that it was essential for practitioners to understand the

foundations of observation, including professional practice, the different lenses

through which they see children—and how children see the worlds—as well as

emphasizing the importance of children’s environments, including people and

objects, as a key factor in how they behave. The way we currently perceive

children’s play has changed as a result of Froebel’s understanding of children,

which was largely drawn from his observation of them. Teachers described play

as being joyful, voluntary, and an act of choice. Parents defined play as being

normal, educational, fun-free, and included hitting a ball. Cusky University

(2022) asserts that when children grow older and begin to play pretend, they are

learning how to deal with concepts and objects that are not immediately present

in their actual world. According to Froebel’s findings, the basis of our curriculum

is child-initiated activity, with adults working with children to provide them

freedom while giving them careful guidance, as well as symbolic and

imaginative play.

Vygotsky’s Social Development Theory

 Pickren, W. E. et. al., (2012) examine the Lev Vygotsky's theory on social

development, a child's cognitive growth and capacity for learning can be

influenced and mediated by their social interactions. According to his thesis,

learning is fundamentally a social process rather than a solitary quest for

knowledge. He goes on to say that having a parent or instructor who is more

informed about the subject matter can be very beneficial for a child's learning.

According to Vygotsky's sociocultural theory, kids pick up on and internalize the

attitudes and beliefs they see around them. He thought that culture has a

significant impact on how people develop their cognitive abilities and that

different cultures have different rates of growth. In addition, Vygotsky

emphasized the significance of language as the foundation of all learning.

Through play, kids acquire the scaffolding from adults and peers, which

promotes growth by helping kids complete more challenging activities. It is

crucial to direct children’s learning through their interactions with an adult who

is more experienced (MKO). Someone having more knowledge of the task or

topic that the child is attempting to perform or acquire can be considered the

more knowledgeable person. It could also be a peer or mentor, but parents,

caregivers, and teachers are the most frequent candidates. This theory of child

development, social interactions have an impact on cognitive development.

Learning is naturally collaborative in this way. He thought that social bargaining

was crucial to conceptual thinking and knowledge acquisition.

Bronfenbrenner’s Ecological Theory

 The ecological theory of Bronfenbrenner explains why the environment

has such tremendous impact on children’s development and even play habits.

Some fictional situations are based on real ones that kids have seen or

experienced. Play is influenced by macrosystem components as well. Children

from lower social economic position, for instance, play pretend less than

youngsters from better status.

Bronfenbrenner’s Ecological theory states that play is a crucial component

of early development. Although parents or early childhood educators may not

always understand this. They don’t understand the significance of play. As

young children play, they don’t realize that they are. This runs counter to the

evidence that demonstrates the connection between play and memory,

decontextualization and detachment, vocal language skills, symbolic

generalization, good school adjustment, and improved social skills.

Play as a teaching and learning method can efficiently promote and boost

growth across the board. It is a powerful teaching strategy that helps kids to go

beyond their present comfort zones and complete more challenging activities.

Every child’s life is more important with their parents. Even before official

education begins, they offer a variety of instructional opportunities. In order to

help their children to succeed in life, parents also want to give them the greatest

education available.

Significance of the study

 Since the study focused on the perception and attitude of parents on

importance of play in child development in some public and private pre-school

Catbalogan city, this study beneficial to parents, teachers, students, future

researchers and school administrator.

To the Parents. The study might be useful to parents in helping them

comprehend the value of play in a child's development as well as tips for

fostering play-based learning at home. The results can also aid parents in

identifying any misunderstandings they might have regarding play and its

advantages, which might ultimately help them become better parents.

To the Teachers. The study’s conclusions might be useful to teachers since they

will provide them an understanding of how parents feel about play-based

learning. The quality of education that children get could be improved if teachers

were able to adapt their lessons to parents’ needs and expectations.

To the students/children. Children themselves could benefit from the study if

parents and teachers are better able to support their play-based learning.

Improved cognitive, social, and emotional development of kids has been related

to play in a number of ways.

To the Future Researchers. The study could also be beneficial to future

researchers who are interested in studying play-based learning and child

development. Future researchers could learn more about how parents view play-

based learning and how such perceptions affect children’s development by

expanding on the study’s findings.

To the School administrators. The study's findings could be useful for

educational administrators in Catbalogan City as they work to develop policies

and programs that support play-based learning in schools. Administrators may

find the study useful in better comprehending parents’ attitudes and beliefs.

Scope and Delimitation of the study

This study focuses on the perception and attitude of the parents on play

towards child development on both early childhood education in Samar College

and Catbalogan 1 Elementary School of Catbalogan City for the School Year

2022-2023. The study will only accommodate exactly 20 participants, 10 from

private and 10 from public.

Definition of Terms:

To provide a common frame to facilitate understanding the part of the

readers, the term under this component were defined conceptually and

operationally.

Attitude - is a multidimensional construct that encompasses an individual's

evaluative reactions, beliefs, and behavioral tendencies towards a person, object,

or idea. It involves a person's overall likes or dislikes, positive or negative

feelings, and cognitive judgments that influence their behavior and responses in

various situations. Attitudes are not only based on personal experiences and

beliefs but also shaped by social and cultural influences. According to Baron and

Byrne (2003), attitudes are evaluative reactions often exhibited in behavior,

reflecting an individual's preferences and predispositions towards specific

entities. Attitudes can be explicit and consciously accessible or implicit and

unconsciously formed, and they play a crucial role in shaping human

interactions and decision-making processes (Baron & Byrne, 2003, p. 96). They

guide individuals' choices, perceptions, and responses, contributing to the

complexity of human behavior and social dynamics.

Child development - refers to an individual's growth and development, namely

the physical, cognitive, emotional, and social changes they go through from birth

through adolescence. The process of changes or grow up of a child.

Parents - refers to an individual's growth and development, namely the physical,

cognitive, emotional, and social changes they go through from birth through

adolescence. A person who takes care and brings up their children, serve as the

respondents of this study.

Perception - People can turn reactions into good or negative views through

psychological processes using the experience received through the five senses.

The processes of selection, interpretation, and reaction are used to get replies

(Erin, & Maharani, 2018). On how the parents will understand the significance of

play in child development.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The literature on the perception and attitude of parents towards play and

its impact on child development provides valuable insights into the crucial role
that parents play in shaping their children's early experiences. Understanding

parents' beliefs, attitudes, and perceptions regarding play can shed light on the

significance they attribute to play in their child's development and the practices

they employ to support it. Exploring this topic helps identify the factors that

influence parental attitudes towards play, such as cultural influences, societal

norms, and personal beliefs. By reviewing existing research and scholarly works

in this area, this literature review aims to gain a comprehensive understanding of

the perception and attitude of parents towards play and its implications for child

development.

Related Literature

The goal of the study by was to investigate the influence of how parents of

kindergarten students in private and public schools view play as significant for

kids. Both the public and private school respondents had a favorable opinion of

play and all agreed that it is crucial for health, learning, and development.

This article supports the researcher’s studies by providing an

investigation of the influence of how parents and kindergarten students perceive

play as something crucial. Both public and private schools were in favor of the

idea that play helps kids' health, learning, and overall development.

According to Doliopoulou & Rizou, (2012) , for young children in school,

playing is both a right and a key component of learning. Playing is affected both

locally and globally by all types of societal change. Due to this, there is less

spontaneous play for children and more scheduled activities at home and at
school as a result of the fast-paced, competitive modern lifestyle, especially in

western societies. In addition, especially in urban areas, there is a lack of room

for children to play and a lack of spare time.

This article supports the researcher’s studies by stating that play is a key

component of learning and is affected by societal change. Play is also affected by

society’s preferences. It is often not frequented, and parents schedule more

activities for home and school than play due to changes in societal views.

As explained by (Diu, 2022), cultural values influence children's play

experiences in child care and early education programs. Play helps kids enhance

their socialization skills. parents and professionals in various programs were in

favor of children’s play in pre-school. Moreover, some educators and parents

continued to have reservations about play in early childhood settings.

This article supports the researcher’s studies by indicating that cultural

values influence play experiences for children. Moreover, play helps develop

children’s socialization skills since most play requires engaging with their peers,

which is why educators and especially parents are in favor of play. Although

they have concerns about its settings.

As stated by (Hyun et al., 2020) The findings of this study suggest the

necessity for parent education that incorporates concepts and emphasizes the

value of play in order to uphold children's right to play. Further discussion

focused on the unanticipated outcomes in the play instrument, the excessive

adult organization of play, and the variations in parent implementation based on

the gender of their children.

This article supports the researcher’s studies in terms of providing

findings about the necessity of parents' knowledge on giving importance to play

to develop all kinds of skills that their children could harness in the future. Play

helps the development of physical, social, emotional, and cognitive skills.

Jayasuriya et al., (2016) stated that child care providers have previously

discussed parent-related barriers to increasing outdoor playtime, such as parents

not providing appropriate clothing for their children and parents preferring

academics over active play. This study investigated how parents perceived and

were informed about outdoor playing in child care settings. On average, parents

said they wanted their child to play outside for a lot longer than the advised

minimum during a full day of child care.

This article supports the researcher’s studies by discussing parents are

also careful in each setting of play time, which could be a barrier to their

children’s quality play time. These things are the prioritization of academics, not

giving appropriate clothing, and the risk of the setting. It is also observed that

parents are well aware of when play is necessary or not. Even so, more parents

still prefer their children to play outside longer than expected.

Metaferia et al., (2020) says that two distinct factors concerning parents’

beliefs about play. The first factor (“Play Support”) represents the parental belief

that play is an important developmental activity for children, beyond

entertainment. Parents with a strong play support belief hold the view that they

can teach their children various skills such as social skills or behavior regulation

skills via play. The second factor (“Academic Focused”) represents the belief that

amusement is the sole purpose of play. Parents with “Academic Focused” beliefs

stress the importance of explicit academic activities, such as reading to the child.

They tend to believe that play is a less valuable activity with regards to child

development.

This article supports the researcher’s studies by stating that parents

believe that play is a developmental activity for children. They believe it can

teach their children various skills, such as social skills or behavior regulation

skills, through play. Although there are two types of parents, one gives more

value to child play than academics, while the other values academics more than

outdoor play.

However, Lin & Yawkey, (2013) examined that not all parents hold such

positive conceptions of child's play, nor do they necessarily know to be actively

involved in play with their children. Parents' attitudes toward children's learning

and the type of environment they provide for their children also differ from

individual to individual. revealed that parents of different ethnicities have

diverse perceptions of children's growth and learning. In western countries,

especially in the Northern United States, people respect children, believe

children are capable of doing things, and regard each child as an independent

individual.
 This article supports the researcher’s studies by stating that not all parents

have a positive view of child play. Parents have different perceptions regarding

the subject matter since some don’t know how to be actively involved when their

child is playing. Furthermore, they believe that a child can be an independent

individual who sometimes doesn’t need their involvement.

Oliver et al., (2022) evaluated how parents perceive to be the barriers and

facilitators of children’s adventurous play is scarce. Some inferences can be

drawn from small scale studies exploring parent perceived barriers to risky play

in young children and large surveys that have explored unsupervised outdoor

play in nature, as well as children’s independent mobility, defined as the

freedom children have to travel and play around their local neighborhood.

Though outdoor nature play and independent mobility are not synonymous

with adventurous play, both afford increased opportunities for it. Frequently

identified barriers across these studies include concerns about road safety and

“stranger danger”. Concern about the risk of physical injury involved in

adventurous play has also been identified as a key barrier for parents. Other

previously cited barriers in relation to children’s safety when playing are the

absence of adult supervision, the potential for bullying and perceptions of low

social cohesion in neighbourhoods, leading to an expectation that neighbours

will not look out for each other’s children. Practical barriers have also been

acknowledged, such as having the time to facilitate adventurous play, poor

weather conditions and poor accessibility to play spaces or activities. Some

parents have also identified barriers related to themselves, such as concerns

about other parents’ judgements of them and their own anxieties. Children’s

attributes and preferences have been highlighted in some studies, with some

parents citing difficulties encouraging their children to play outdoors,

unsupervised or adventurously because they do not enjoy it, or because they

prefer to play indoors using technology. Together, the barriers ascertained by

parents across several countries demonstrates the multifaceted nature of parents’

perceptions in relation to their children’s play. This highlights the challenge of

supporting parents to overcome these barriers and the difficulty in translating

this into increased play opportunities.

This article supports the researcher’s studies by explaining that despite

the benefits of outdoor play, parents are concerned about the risks and safety of

their children. Among them are the absence of adult supervision, the potential

for bullying, and perceptions of low social cohesion in neighborhoods, leading to

the expectation that neighbors will not look out for each other’s children.

Dhas et al., (2022) stated about having a knowledge regarding play among

parents is another factor in determining play experiences of their children. For

example, what toys to buy based on the developmental level of the child is

important as this could determine if the child derives enjoyment from playing

with them or the child feels frustrated because they cannot play with it. Children

whose parents had better knowledge about play were likely to engage in higher

level of play. Certain disabling conditions impose specific limitations on playing

skills for children with these conditions. For example, play participation in
children with Cerebral Palsy was linked to their motor skills while for children

with Autism, certain play skills are impaired. Knowledge about overcoming

these obstacles through changes or adaptations to toys and or environment

would make a difference in play participation for their children. Even if parents

were aware and knowledgeable about play and its benefits, it does not translate

into them being competent enough to play with their children effectively.

Therefore, it is suggested that parents need some training on how to play with

their children in order to make their play interactions rewarding and already

some positive results have been observed on interventions targeting teaching

play skills to parents

This article supports the researcher’s studies by providing facts that show

that knowledge about what the appropriate child should play is significant, like

what toys to buy based on their gender, abilities, and conditions. As a result, this

might help their child achieve a higher level of play.

As reported in the website of Canadian Public Health Association urban

parents had higher levels of concern for their children and were less likely to

allow them to play outside. Furthermore, children in the inner city were less

physically active outdoors compared to their counterparts in suburban

communities, as their parents’ perceptions of safety were higher in more affluent

suburban communities. Similarly, parents with children living on busy streets

were more likely to indicate that the streets are not safe for play. Due to the

interaction between neighborhood and social factors, children may be less likely
to play away from home, even if they live in walkable areas with ample access to

parks, playgrounds, and recreational facilities. One study found that children of

families living in low socio-economic neighborhoods perceived more

neighborhood hazards than families residing in middle to high socio-economic

neighborhoods, but this was associated with higher reported physical activity

levels. This indicates that those families living in a lower socio-economic

neighborhood may recognize potential hazards or dangers in their environment,

but their recognition does not limit their children’s engagement in outdoor

physical activity. Further research in the area is needed to better understand the

relationship.

This article supports the researcher’s studies by stating that low-socio

economic status parents have such high levels of concern for their children that

they choose not to let their children play outdoors. They are well aware of the

low socio-economic neighborhood and its environment compared to high socio-

economic status families.

Chapter 3

METHODOLOGY
 This section focuses on investigating the perception and attitude of

parents towards play and its impact on child development. By employing

appropriate research methods and techniques, this study aims to gather reliable

and valid data to explore parental perspectives on play. The methodology will

involve selecting a sample of parents from various backgrounds and conducting

surveys, interviews, or observations to gather information on their attitudes,

beliefs, and practices regarding play. The data collected will be analyzed using

appropriate statistical or qualitative analysis techniques to gain insights into the

perception and attitude of parents towards play and its relationship with child

development. This section outlines the research design, data collection

procedures, and analysis methods employed in this study to ensure a

comprehensive and rigorous investigation of the topic.

Research Design

This qualitative study on the perception and attitude of parents towards

play in child development would be a phenomenological approach. Creswell, J.

W. (2013) used phenomenology which seeks to explore the lived experiences and

subjective perspectives of individuals, making it well-suited to investigate the

intricate nature of parental perceptions and attitudes towards play. This design

allows for an in-depth exploration of how parents perceive play, the meanings

they attribute to it, and how it shapes their attitudes and beliefs about child

development.
 Through in-depth interviews and observations, the researcher can delve

into the rich narratives and personal experiences of parents regarding play. This

approach enables the researcher to uncover the underlying motives, values, and

cultural influences that shape parental attitudes towards play. By focusing on the

subjective experiences of parents, the study can provide valuable insights into

the diverse perspectives and individual variations in how play is perceived and

understood.

Utilizing a qualitative approach is essential for this study as it allows for a

nuanced understanding of the complex interplay between parental perceptions,

attitudes, and child development. It enables researchers to capture the depth and

context-specific nature of parental experiences, highlighting the social, cultural,

and environmental factors that influence their attitudes towards play. By

embracing the qualitative research design, this study can contribute to a more

comprehensive understanding of the intricate relationship between parental

perception of play and its impact on child development.

Research Locale

The participants of the study are parents who have a child enrolled in pre-

school. The study focused on two schools in Catbalogan City province of Samar.

For public we choose Catbalogan I Central Elementary School which is

convenient school and has a lot of kindergarten students. For private, we have

Samar Colleges Inc. because there are parents who stayed in school together with
their children during classes to monitor and guide them. The study was

conducted in School Year 2022-2023.

Instrumentation

The researcher utilized interview guide questionnaire in line with the

objectives of the study and reference made to documents guiding on how to

guard against validity of research instrument. The protocol for semi-structured

interviews will be used to gather data for this study. A semi-structured

interview, according to Doyle (2022), won’t exactly follow a set of questions. In

contrast, open-ended questions are posed. Open-ended, semi-structured

interview questions used by the researcher. The researchers will create interview-

specific guide questions that are based on the study’s research goals. Each

participant was face-to-face questioned during their free time to elicit data from

them based on their experiences and observations. The participants’ preferred

language, such as Binisaya/Winaray or English, used as the medium of

instruction. This enabled participants to express themselves clearly. The

researcher recorded during the interview.

Validation of Instrument

The validation process in qualitative research is crucial to ensure the

credibility, trustworthiness, and rigor of the findings. When studying the

perception and attitude of parents on play in child development, the researchers

used Triangulation Method. Triangulation Method is a validation process in

qualitative research that involves using multiple sources of data or methods to

confirm and validate the findings. It helps to increase the credibility and

reliability of the research by ensuring that different perspectives and data

sources converge on similar or consistent findings.

One of the forms of Triangulation Method that has been used is Data

Triangulation. This form of triangulation involves using multiple data sources to

investigate the research topic. In this study on the perception and attitude of

parents towards play in child development, you can collect data through

interviews, observations, surveys, and document analysis. By gathering

information from different sources, you can cross-validate the findings and

ensure a comprehensive understanding of the research topic.

By employing this form of triangulation, researchers can strengthen the

validity of qualitative research by corroborating findings across multiple data

sources, researchers, methods, and theories. Triangulation helps to mitigate the

limitations of any single approach and provides a more comprehensive and

robust understanding of the phenomenon under investigation.

Sampling Procedure

Purposive sampling was used in this study. Creswell,(2014) defined

purposive sampling as a procedure in which a researcher intentionally selects

participants who are familiar with the central 1 phenomenon or core Concept

being investigated in a study. According to Pattern (cited -M. Merriam 2009), the

Use of Purposive sampling is to select well-informed participants for an in depth

research so that the researcher Understands the issues relevant so the purpose of

the research.

Inclusion Criteria: Participants must meet the criteria to be included in the

study.

 Parents of children from early childhood level

 Willingness to participate in the study.

 Able to communicate in the language of the study.

 For public, participant should have a child studying in Catbalogan 1

Elementary School

 For private, participant should a child studying in Samar College.

Exclusion Criteria: The criteria that will exclude individuals from participating

in the study

 Parents of children above early childhood level

 Unwillingness to participate in the study.

 Unable to communicate in the language of the study.

 Parents of children that are not studying in Catbalogan 1 Elementary

School and Samar College.

Ethical Considerations
 In conducting the research study, the researchers will then request

approval from the Dean of College of Education (COED) of Samar State

University. The following are the factors to be considered:

Approved from Ethics Review Board: The researchers will start collecting data

after receiving authorization. The researchers will give a letter to the school head

asking permission to conduct the study in their school. Upon approval, the

request will be used as the basis for requesting permission to carry out the

research.

Informed Consent: The consent forms will be given before the conduct of the

interview and the researchers will request for the permission of the participants

to be involved in the study. All participants will receive the same treatment, they

had the rights to say no for an interview and the researcher would no longer

insist the process.

Confidentiality: The data and information that will be collected from the

participants will be treated with confidentiality for security and privacy

purposes.

Anonymity: After the conduct of the study, the data collected shall not serve any

other purposes, to protect their privacy and confidentiality, their names will be

optional only.
Data gathering procedure

Data will be gathered using an interview-guide questionnaire that was

developed based on evaluations of the research on how people view play. An

official letter was addressed to the selected public schools asking for permission

to conduct the study. The interview-guide questions sent to the child's parents or

legal guardians. The researchers used their cellphone to record the responses of

the participants thru audio recording. Due to the COVID-19 epidemic, the

researcher took extra precautions when interviewing respondents, such as

wearing a face mask and maintaining a 1-meter social distance.

Data Analysis Procedure

To gather information from the respondents, the study employed a semi-

structured interview with open-ended questions. As the imparted by a

qualitative research design, the researchers utilized Thematic Analysis using a

six-step process created by Braun and Clarke (). They have ascertained parents’

perceptions and attitudes regarding the importance of play for children’s

development through this method. The procedure is broken down into six steps:

familiarization, coding, theme generation, theme review, theme definition and

naming, and writing up.

Familiarization. The researchers should know and must get a thorough

understanding of the data before analyzing them.

Coding. This process enables researchers to identify codes that best describes the

content of the data from the respondents. Codes were either in the form of

sentences or phrases. Codes highlighted the content of the data from wordy

answers of the respondents.

Generating Themes. This process allows the researchers to create themes from

the identified codes. This includes making use of patterns in organizing codes to

create themes, with this; the data was represented in general form.

Reviewing Themes. Themes are identified if they are significant to represent the

data.

Defining and Naming Themes. This process enables the researchers define the

themes and their uses in organizing the data.

Writing Up. The researchers have written the data in logical and organized form.

Data is presented and analyzed clearly.

 Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the detailed presentation of results and discussion

as specify in this study. The detailed presentation, analysis and data have been

reached as a result of interviewing one-on one interview and audio recording to

the selected 20 parents of the children from early childhood education level of

Catbalogan 1 Elementary School and Samar College on their perception and

attitude towards play on child development. Moreover, this chapter presents,

analyzes, and interprets the data. The data consist the significant statements,

formulated meanings, clustered themes, and emergent themes that emerge in the

interpretation of data. The data analysis has categorized into five emergent

themes namely: (1) Beneficial for Physical Health; (2) Experience-based

Intellectual Learning; (3) Behavioral Effects; (4) Interpersonal Factors; (5)

Outdoor-based Learnings; (6) Parental Consent; (7) Safety Assurance.

Perception of the Parents of ECE children towards Play on Early Childhood

Development.

This table below is the theme and subthemes found in the ECE children’s

parents’ sentiments in relation to their perception on Play in Early Childhood

Development. Table 1

PERCEPTION
Theme 1: Beneficial for Physical Health Theme 2: Outdoor-based learnings

 Importance of play to the physical  Provoke children to learn

health of children new things in the outside
surroundings
Theme 1: Beneficial for Physical Health

In the following exhaustive descriptions below discusses the theme cluster

which relates to the parents’ perception on play that it is beneficial for physical

health of the ECE children:

Importance of play to the physical health of children. ECE children’s

parents perceived that play made a vital contribution to their child’s physical

health. Instead of spending time on gadgets, their child should exercise play

outdoor or indoor, in order to improve their immunity and physical fitness.

Additionally, play can also help to relieve stress and induce happiness which

serve as how play is significant to the early childhood development1. This was

reflected in the following statement narrated by some of the respondents:

“Syempre it pag uyag kailangan gihapon hit

kabataan Dida natun makikita kun nakuan it ira
lawas para ira immune system ba maupay. Kun
madali ba Hira makuan hit sakit ngan dida natun
makikita kun diin tutub it ira kaya.”
(Par_2-1)

“Para liwat ito ha ira naapi naman liwat ito ira

health makuri man liwat ha bata. Malain liwat ha
bata kun dire hira nababalhasan. Kun baga permi
nala gadget gadget dire man liwat maupay Mas
tatagan ko liwat ito hira time hit pag uyag.”
(Par_3-1)

An uyag usa hya nga butang kun diin naghahatag

hin kalipay ngan libang ha mga tawo labi na ha
kabataan. Pwede gihap ine makatanggal stress
ngan kapoy ha usa nga tawo.
(Par_19-1)

Regular engagement in physical activity has been widely recognized as

advantageous for enhancing the well-being of the heart, blood vessels, as well as
the overall fitness of both the body and brain (Srinahyanti et al., 2018). Similarly,

the importance of play in the growth and overall health, both physical and

mental, of children is emphasized in Article 31 of the United Nations Convention

on the Rights of the Child, indicating its significance. Through play, children

acquire an understanding of societal roles, norms, and values, while also

developing their physical and cognitive abilities, creativity, self-esteem, and

effectiveness (Brussoni et al., 2012).

Theme 2: Outdoor-based learnings

In the following exhaustive descriptions below discusses the theme cluster

which relates to the parents’ perception on play that outdoor-based learnings is

essential to the ECE children:

Provoke children to learn new things in the outside surroundings.

Parents of ECE children perceived that play can help their child to learn and

explore new things when get play outdoor. There are opportunities of playing

outside than using gadgets every time they play. Parents also encourage their

children to play outside to be aware about the surroundings and not to be

ignorant of the things they encounter while playing. This was reflected in the

following statement narrated by some of the respondents:

“Depende. Mayda naman ito hira pag uyag ha gawas

mayda naman liwat ha sulod. Maupay gihap nagagawas
hira kay nababaro hira pagkilala ha atun kalikasan o
lugar.” (Par_3-1.2)

“Oo kailangan gihapon ito ha ira syempre paano man

liwat ito nira maupay gihap it kabataan nakakaexperience
han hadtu na mga diba hadtu na mga panahon mga uyag
manla. Yana gadget gadget pero kay bis kami may gadget
ginkukuan kot hira na mag uyag ha gawas kay biski
 maytawo man hira ha gawas dire hira bagan taga uma
makakakilala hira hit atun gawas.”
(Par_3-2.1)

Promoting outdoor play among children offers a valuable alternative to

smartphones and electronic devices, as engaging in outdoor activities with peers

or pets is more enjoyable than simply watching videos or playing games

(Srinahyanti et al., 2018). Nonetheless, we acknowledge and share the concerns

raised regarding certain trends observed in child safety measures concerning

outdoor play. The aforementioned studies, along with numerous others, provide

compelling evidence supporting the importance of providing ample

opportunities for unstructured outdoor play as a fundamental and vital

requirement for fostering healthy child development (Brussoni et al., 2012).

Table 2

PERCEPTION
Theme 3: Experience-based Theme 4: Behavioral Theme 5: Interpersonal
Intellectual Learnings Effects Factors
 Improvement of  Positive and negative  Avoidance of
children’s ability to behavioral effects of technology to
gain more knowledge play towards child induce children of
from playing playing outside and
development
be sociable and
creative

Theme 3: Experience-based Intellectual Learnings

In the following exhaustive descriptions below discusses the theme cluster

which relates to the parents’ perception on play that experience-based

intellectual learnings are essential to the ECE children:

 Improvement of children’s ability to gain more knowledge from playing.

Parents of ECE children perceived that experience-based intellectual learnings helps to

improve their child’s ability. According to them, playing can help children to discover

and learn new things at their very young age and give a huge impact on child

development as experience could be converted into knowledge. Furthermore, their child

learned thru visualization approach or easily grasp and interpret new things, experience

as they saw by their naked eye. Lastly, play increases their productiveness and is vital to

their development at the very young age up to being adult. This was reflected in the

following statement narrated by some of the respondents:

“Syempre malipayon hya, Tapos syempre agi han iya

pagmulay nakakaagi hya new discovery nangangaranan na
nya an mga bagay kun ano an mga ngaran like kun
nagmumulay hiya hin car,nayngangaranan nya mommy
it’s a car. If yes naman, would you say that
ginsusuportahan ko iya child development Yes for me yes
agi han iya enjoyment han iya pagdako han iya pagmulay
nagkakaada hya new discovery ngan new information nga
dadara nyan.”
(Par_14-2)

“Syempre siring pa ngani natun. Through experience

mayda makikita nga knowledge. So that para akon an
pagmulay han us ana bata dako talaga na bulig tikang
kabata ngada pag tikadako na hya.”
(Par_14-3)

“Nakakabulig ngani hya agi han nakikita nya diba. An iya

mga nakikita natatak na ha iya miski dire pa nya
nakakaptan an usa na bagay basta nayayakan natun basta
nadedescribe natun ha bata pagnakikita nya naaamaze
hya. Nagkakaada hya new learnings pag ginpapakita natun
hya bag o na butang.”
(Par_14-3-1)
 “Masisiring ko nga napakaimportante an pagmumulay ha
pagdako hit ak anak kay para dire hira mag inugtokun la
ha balay. Ngan para maging produktibo gihap an ak anak
ha kada adlaw nga panginabuhi.”
(Par_19-2.1)

Due to their familiarity with family members, such as mothers, fathers,

brothers, and sisters, children can utilize and adapt these character roles while

interacting with their peers. However, the educational philosophy of early

childhood emphasizes the significance of play as the focal point for learning, as it

is during play that children shape their ideas and construct their own

understanding (Omaga & Alieto, 2019).

Theme 4: Behavioral Effects

In the following exhaustive descriptions below discusses the theme cluster

which relates to the parents’ perception on play that it induced behavioral effects

on ECE children:

Positive and negative behavioral effects of play towards child development.

Parents of ECE children perceived that play can provoke children to hurt each other and

might adapted while they are playing and they believe that it can give a positive and

negative impact on child development. So, they need to have in control when their child

is playing to avoid unnecessary actions and harmful. This was reflected in the

following statement narrated by some of the respondents:

“Kase may mga butang,may mga mulay kase na

nakakasakit, labi na damo hira na mga bata nga
nagmumulay mayda talaga hito butang na danay bagat like
han kuan nala bagan nagkakasakitay na naadapt hya han
bata through han iya process of learning.”
(Par_14-5.2)
 “Naagree ako hine pero dire hul os nga pag agree. Kay
danay may mali gihap nga resulta an pagmiminulay. Pero
ginkikita ko ine nga positibo nga butang kay ansya ngani
adtu, naybabaro an bata pakighampang ngan makiistorya
bisan ha sugad pala nga pangidaran.”
(Par_19-3)

Research studies that have explored literacy activities beyond reading books have

similarly indicated positive effects on various aspects of literacy. Among the different

variables related to the learning environment at home, the association between engaging

in home learning activities and children's learning has garnered significant attention from

researchers in Asia. While many studies have found favorable connections between these

two factors, there have also been studies that have shown mixed results across different

skill domains (Cheung et al., 2021). Adaptations in response to contextual influences on

families vary, and changing societal forces have produced both positive and negative

consequences (McHale et al., 2013).

Theme 5: Interpersonal Factors

In the following exhaustive descriptions below discusses the theme cluster

which relates to the parents’ perception on play interpersonal factors affects to

the development of ECE children:

Avoidance of technology to induce children of playing outside and be sociable

and creative. Parents of ECE children perceive that their child are prone to using of

gadgets but sometimes can play outdoor with friends. Thru that approach, they had

improved their social skills and creativeness. It also helps widen their knowledge as they

tend to engage in communicating with other people. Play has an important role in

childhood development as it creates collaboration and societal activities that can help to
enhance child’s social skills. This was reflected in the following statement narrated

by some of the respondents:

“Hitungod han akon panginano ha ak anak, mahilig ine

hya magcellphone ngan magkinita ha youtube. Asya it iya
libangan. Danay nakikiuyag gihap ine hya ha iya mga
sangkay ha gawas. AN ira ginmumulay tago tago ay ngan
squid game.”
(Par_19-1.1)

“I observed my child has an improvement in such a way

that he can easily build relationship with others, improve
creativity, and self-confidence to create new things as he
like. so, as a mother I will make sure that my child is safe
and I will guide him while playing.”
(Par_20-2)

“Amo ngani adtu syempre kita mga future mother may mga
anak na. Hin kailangan talaga natun iglet an atun mga
anak makihalubilo ha iba nga tawo. Pinaagi han atun
pagmulay talaga may maddiscover an bata ngada
pagkadako niya kase may mga bata nga mga late bloomers
ngan may mga advance naman. Pagsumiring ngani kita
sugad hto nab utang an us ana bata focus hya ha mga
mulay pero dere kita maaram pag abot ha studies nya is
dako pa ngayan an iya learnings. Bagan an iya mga
ginhihimo or an iya pinagmumulayan or an iya experience
or an iya knowledge nagwwide pa.”
(Par_14-5)

Gadgets don't serve a significant purpose and do not have a positive influence on

individuals. However, if circumstances make it impossible to avoid exposing a child to

electronic screen media, parents should assist in preventing misuse of the gadget and

minimize its negative impact on the child. When young children spend excessive time

engaging with screen-based media and gadgets like smartphones and tablets for playing

games, and this duration keeps increasing daily, it indicates addiction. While the

development of gadgets is inevitable, adults should educate children instead of depriving

them of their right to access digital information, thereby ensuring that gadgets become

effective tools (Srinahyanti, et al., 2018).

Perception of the Parents of ECE children towards Play on Early Childhood

Development.

Table 3

Theme 6: Authorization
 Parents want permission and
awareness when their child is
playing
ATTITUDE
Theme 7: Safety Assurance
 Parents used to discipline their
child to avoid harmful effects
when they are playing

Theme 6: Parental Consent

In the following exhaustive descriptions below discusses the theme cluster which

relates to the parents’ attitude on play in which parental consent is a must when ECE

children are playing:

Parents want permission and awareness when their child is playing. Parents

of ECE children perceived that their children need to have a permission first before they

go outdoor to play in order for them to be aware where they are. Some of them get in rage

when their child plays without permission. ECE children don’t have enough knowledge

of what they do when they are playing that is why parents should be more careful and

monitor their children when they are playing. This was reflected in the following

statement narrated by some of the respondents:

“Nag iisog gihapon kay syempre dere man nagsasarit

pero waray man kita mahihimo kay bata dere man ito
pwede ungayan.” (Par_2-6)

Syempre mag iisog ako. Kay karuyag ko it ira uyag

maybabaro ako. It akon kase anay kailangan maaram
ako kun hain hira. (Par_3-6)
 Parents are considered to have a "gatekeeper" role in determining which activities

children do and therefore their awareness towards the importance of play in child

development can have an impact on children’s play opportunities. Parents who value the

importance of play devote more time for play and encourage the type of play they deem

to be important (Dhas, et al., 2022).

Theme 7: Safety Assurance

In the following exhaustive descriptions below discusses the theme cluster which

relates to the parents’ attitude on play in which safety assurance is a must when ECE

children are playing:

Parents used to discipline their child to avoid harmful effects when they are

playing. Parents of ECE child used to discipline their child to make sure that they are

safe while playing. Some applied verbal-based and not physical treatment to avoid a

trauma to their child. However, it must also crucial to monitor them when they are

playing beside roads to avoid accidents. Regardless of the weather condition, they must

also be careful of the disease like fever and cold that might affect their health. This was

reflected in the following statement narrated by some of the respondents:

“Danay gin iisgan ko pero dire ginlalatob. Kuan

disiplina la guti kay makuri kun pakamarauton ta hira
kay bangin maging trauma lugod nira pagdako.”(Par_19-
6)

Danay ginpapabay an ko pero ginkikita ko gihapon kay

ada ligid kalsada kay bangin maligis kay danay ginkikita
kita ko gihapon kun dire na aansya it iya pag uyag.
(Par_10-6.1)
“Depende hit panahon kun mauran madlaw syempre
mag iisog ka kay kun mauran bangin makasakit kun
maadlaw naman mapaso sugad yan sobra hin kapapaso.”
(Par_13-6)
 Parental worries regarding the safety of their children have been identified as the

primary factor influencing children's ability to engage in independent play. Studies have

revealed that parents are aware that imposing strict limitations on their children's play

during early stages may actually result in increased risks once children gain more

independence. Extensive research indicates that children desire to be trusted with making

decisions related to managing risks and ensuring their own safety. It is noteworthy that

children draw upon their personal experiences with risks to not only develop an

understanding of their own abilities and limitations but also to comprehend the

capabilities of their playmates. These understandings foster mutual support among

children when it comes to engaging with risks and prioritizing safety (Brussoni, 2022).

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

 This section presents the summary of findings, conclusions drawn for the results

and discussion and the recommendations that are considered beneficial to the future

endeavors of this study.

Summary of findings

The study used the qualitative approach to know the Perception of Parents on Play

in the Child Development in Private and Public Schools of Catbalogan City, Samar

School Year 2022-2023. The participants were 40 parents from both schools.

Unfortunately, the researchers only presented few responses as the respondents almost

have similar answers to the questions about the perception on play in child development.

The following are the significant findings of the study:

1. The parents’ perceptions were divided into five categories: Beneficial Physical

Health, Outdoor-based Learnings, Experience-based Intellectual Learnings,

Behavioral Effects, and Interpersonal Factors.

For the perception of parents towards play on child development was outlined

in a series of one subordinate theme for Beneficial Physical Health which is: Importance

of play to the physical health of children, one subordinate theme for Outdoor-based

Learnings which is: Provoke children to learn new things in the outside

surroundings, one subordinate theme for Experience-based Intellectual Learnings which

is: Improvement of children’s ability to gain more knowledge from playing, one

subordinate theme for Behavioral Effects which is: Positive and negative behavioral

effects of play towards child development, and one subordinate theme for Interpersonal

Factors which is: Avoidance of technology to induce children of playing outside and

be sociable and creative. In the systematic review, the researchers identified several

themes related to parents' perception of play on child development. These themes include
the importance of play for the physical health of children, the ability of play to provoke

children to learn new things in outdoor settings, the improvement of children's

intellectual abilities through play-based learning experiences, the positive and negative

behavioral effects of play on child development, and the influence of interpersonal

factors, such as avoiding excessive use of technology and encouraging children to engage

in outdoor play for sociability and creativity.

Upon analyzing the data, the researchers observed that a majority of the responses

indicated that parents recognize the significance of play in various aspects of their

children's development. This finding suggests that parents of ECE children have a

positive perception of the role of play in promoting physical health, facilitating learning

experiences, and shaping behavior and social skills in their children.

2. The parents’ attitude were divided into two categories: Parental Consent and

Safety Assurance

For the attitude of students towards play on child development was outlined in

a series of one subordinate theme for Parental Consent which is: Parents want

permission and awareness when their child is playing. And one subordinate theme for

Safety Assurance which is: Parents used to discipline their child to avoid harmful

effects when they are playing. Based on the interpreted data, the researchers delved into

the attitude of students towards play on child development and identified two key

subordinate themes. The first theme, Parental Consent, shed light on parents' desire for

permission and awareness regarding their child's engagement in play. Parents expressed

the importance of being informed and involved in their child's play activities, suggesting

that they value being included in decisions related to their child's play experiences. This
highlights the significance of parental involvement and their role in shaping their child's

play opportunities.

The second theme, Safety Assurance, revealed that parents employ disciplinary

measures to ensure the avoidance of any potential harmful effects during their child's

play. This finding suggests that parents prioritize the safety and well-being of their child

while engaging in play. By setting boundaries, establishing rules, and monitoring their

child's play, parents strive to create a safe and secure environment for their child's

development through play.

Based on the interpreted data, the researchers determined that the majority of

parents of ECE (early childhood education) children hold these attitudes towards play and

its impact on child development. These findings emphasize the importance of parental

perspectives and involvement in understanding and supporting children's play

experiences, ultimately contributing to their overall development and well-being.

Conclusions

The perception of parents regarding play and its role in child development is

diverse and multifaceted. Parents hold various definitions of play, ranging from

recreational activities to valuable opportunities for learning and growth. Understanding

and respecting these different perspectives is crucial for educators, researchers, and

policymakers to provide appropriate support and guidance to parents in promoting play in

their children's lives.

Parents also recognize the positive impact of play on their children's development.

They observe improvements in their children's cognitive, social, emotional, and physical

abilities through play experiences. This awareness motivates parents to encourage and

facilitate play in various forms, including structured activities and unstructured free play.
By acknowledging the benefits of play and its significant role in fostering creativity,

problem-solving skills, and social interactions, parents play a crucial role in nurturing

their children's holistic development.

Overall, understanding parents' perception of play is essential in promoting the

importance of play in child development. By addressing their concerns, providing

information on the benefits of play, and supporting them in creating opportunities for

play, we can create a positive environment that encourages play as a fundamental aspect

of children's lives. Collaborative efforts between parents, educators, and policymakers

can ensure that children have access to play experiences that contribute to their overall

well-being and lay the foundation for their future success.

Recommendations

Recommendations regarding the perception of parents on play in child

development in Catbalogan City private and public schools:

1. Parent Education Programs: Implement parent education programs that focus on the

importance of play in child development. These programs can be conducted through

workshops, seminars, or informational sessions. Provide parents with evidence-based

research and practical strategies to help them understand the benefits of play and how to

incorporate it into their children's daily routines. Collaborate with local organizations,

educators, and child development experts to deliver comprehensive and culturally

relevant parent education programs.

2. Awareness Campaigns: Launch awareness campaigns targeting parents in Catbalogan

City to promote the significance of play in child development. Utilize various channels

such as social media, community events, and local media outlets to disseminate

information about the benefits of play. Highlight success stories and testimonials from
parents who have witnessed positive changes in their children through play. These

campaigns can help dispel misconceptions and encourage parents to view play as an

essential aspect of their children's growth and learning.

3. Collaboration with Schools: Foster collaboration between schools and parents in

promoting play-based learning environments. Encourage schools to prioritize play as part

of their curriculum and provide opportunities for parents to actively engage in their

children's play experiences. This can be achieved through regular communication

channels such as parent-teacher meetings, newsletters, and online platforms. Schools can

also organize interactive workshops for parents to experience firsthand the value of play

and its impact on their children's development.

4. Play-Based Learning Resources: Develop and distribute play-based learning resources

for parents. Create materials such as activity guides, play kits, and suggested play

scenarios that parents can easily access and utilize at home. These resources should

emphasize the importance of age-appropriate play, different types of play, and ways to

incorporate play into everyday routines. Make these resources available through school

websites, community centers, and local libraries to ensure accessibility for all parents in

Catbalogan City.

5. Evaluation and Feedback: Regularly evaluate the effectiveness of interventions and

gather feedback from parents in Catbalogan City. Conduct surveys, focus groups, or

interviews to understand parents' perceptions, challenges, and needs regarding play in

child development. Use this information to refine and improve initiatives, tailor

interventions to specific contexts, and address any barriers or misconceptions that may

arise.
 By implementing these recommendations, Catbalogan City private and public

schools can work collaboratively with parents to promote a positive perception of play in

child development. This collective effort will create an environment where play is

recognized as a valuable tool for fostering children's cognitive, social, emotional, and

physical growth.
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