LEARNING AT PLAY: EFFECTS OF PLAY-BASED LEARNING ON

THE STUDENTS’ LANGUAGE AND SOCIAL SKILLS

A Thesis
Presented to the Faculty of
College of Teacher Education
Laguna State Polytechnic University
Siniloan, Laguna

In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Early Childhood Education

ANDAYA, JOHN BERT A.

DAWANG, PEITHER JOHN B.
GLUDO, DANIELLA ROSE A.
2024
 CHAPTER 1

INTRODUCTION

In the ever-evolving field of education, there is a growing focus on play-based

learning as a means of promoting holistic student development. This study seeks to contribute

to the ongoing discussions surrounding contemporary educational practices by examining the

impact of play-based learning on the language and social skills of students. Recognizing the

transformative potential of play-based approaches, the research aims to illuminate their

nuanced effects within the context of modern learning environments.

In a study conducted by Del Pezo and Steffany (2022), the researchers delved into the

role of play-based activities in enhancing language acquisition among young learners. The

findings indicated that incorporating play into language instruction not only improved

linguistic capabilities but also fostered a positive attitude toward communication and

learning. This aligns with the broader discourse on the benefits of play-based learning in

creating an immersive language-rich environment, as emphasized by contemporary scholar

(Tekyi-Arhin, 2023)

Moreover, recent literature highlights the social benefits of play-based learning in the

context of peer interactions and relationship building. The work of April Welding (2023)

explored the impact of play on the development of social skills, emphasizing the role of

collaborative play in nurturing communication, cooperation, and conflict resolution among

students. Additionally, Weisberg et al. (2018) stated that guided play promotes academic

development because it fosters a learning atmosphere where children are encouraged to play

and study. A powerful technique for young children is guided play. In addition, preschoolers

benefit from an organized curriculum that offers plenty of cognitive stimulation. Children's
learning, engagement, and curiosity are emphasized in guided play, which is advantageous

for pupil education.

As the field of education continues to adapt to the demands of the 21st century,

understanding the recent advancements in play-based learning becomes crucial for educators.

This research aims to contribute to the ongoing dialogue on effective educational practices,

shedding light on the evolving role of play in shaping language and social skills in the

contemporary learning environment.

Background of the Study

The evolving landscape of early childhood education is globally recognized, with a

significant emphasis on play-based learning for the holistic development of children.

Mostafa's (2023) study, which explores teachers' perceptions on the role of play in literacy

skills, resonates with the challenges faced by educators in the Philippines. The Philippines,

like Bangladesh, faces issues such as space constraints and insufficient materials in

implementing play-based practices.

Salutin's (2023) research on creating materials for reading readiness aligns with the

Philippines' educational context, emphasizing the need for instructional materials that

integrate values formation. This is particularly relevant in the Philippines, where cultural

values play a crucial role in early childhood development.

Alvarez's (2020) study on play-based methods in enhancing vocabulary acquisition

among second-language learners is pertinent in the Philippine setting, where bilingualism is

common. Understanding the effectiveness of play-based approaches in language acquisition

becomes crucial for a diverse linguistic environment like the Philippines.

 Pardue's (2020) investigation into challenges in child-directed learning in Filipino

preschools introduces a cross-cultural dimension, shedding light on the disparities in the

interpretation of play-based learning. This prompts a discussion on the need for culturally

sensitive approaches in the Philippines, emphasizing the importance of understanding local

contexts in implementing play-based education.

The systematic review by Olis III et al. (2023) on technology in play-based learning,

focusing on numeracy skills, aligns with the Philippines' growing digital landscape. As the

country embraces technology in education, incorporating interactive technology into play-

based environments becomes a pertinent consideration for the early childhood system.

Andoh et al.'s (2023) exploration of perspectives on Early Childhood Care and

Education, highlighting discrepancies in experiences and social factors, resonates with the

challenges and diversity present in the Philippine early childhood system. Understanding

these factors is essential for tailoring play-based pedagogies to the specific needs of Filipino

children.

In the context of the Philippines, where language and social skills are crucial for

academic success, Marie Clay's emphasis on early language skill development becomes even

more significant. The connection between language proficiency and social competence, as

highlighted in the study, aligns with the educational goals in the Philippines.

By acknowledging the unique challenges and cultural nuances in the Philippine early

childhood system, this research contributes to the ongoing dialogue about educational

methodologies. The study's findings have the potential to inform educators, policymakers,

and curriculum designers in the Philippines, offering evidence-based strategies that align with

the local context and contribute to the holistic development of Filipino students. As the
Philippines continues to shape its educational landscape, this research provides valuable

insights for creating an engaging and effective learning environment for young learners.

Theoretical Framework

Drawing on Lev Vygotsky's constructivist learning theory, this research aligns itself

with the contemporary demands of the 21st century education landscape. The imperative for

learners to be technologically competent and self-driven in the face of rapid technological

advancements poses a challenge for educational practitioners. In response, constructivism

emerges as a timely and relevant theory for the teaching-learning process, particularly in the

context of preparing learners to meet the demands of the 21st century. The constructivist

approach, with its emphasis on active engagement and collaborative learning, resonates with

the need for learners to be self-driven and take ownership of their learning, aligning closely

with the requirements of the 21st century, Orak, S. D., (2021).

The framework not only acknowledges the challenges posed by the 21st century

demands but also underscores the potential of constructivism as a suitable pedagogical

approach. In consonance with this, the research recognizes the role of play-based learning,

rooted in constructivist principles, in fostering the skills essential for the 21st century learner.

This integration is crucial, as the paper seeks to build a procedural link between 21st-century

expectations and the cooperative nature of the constructivist learning approach. The proposed

design for constructivist teaching in English Language Teaching (ELT) classrooms outlines

the roles of both teachers and students, drawing on literature that supports the effectiveness of

constructivism in fostering self-driven and adaptable learners. This integration serves as a

bridge, offering a contemporary lens through which constructivism can meet the evolving

needs of education in the 21st century.

 Based on Salutin (2023), The concept of constructivism has played a pivotal role in

shaping the theory and practice of foreign language teaching, gaining prominence in the

second half of the 20th century and continuing to influence education into the 21st century.

As education adapts to the demands of the 21st century, this theoretical framework positions

constructivism, including play-based learning, as a relevant and effective approach to

cultivate the skills required by modern learners. The research, informed by both Vygotsky's

constructivist theory and the contemporary educational landscape, aims to explore how play-

based learning contributes to language and social skill development among Grade 1 students.

By grounding the study in a constructivist framework, the research seeks not only to

contribute to the understanding of effective teaching methodologies but also to address the

practical challenges faced by educators in preparing learners for the complexities of the 21st

century.

Conceptual Framework

The study is centered on investigating the measurable effects of play-based learning

on the language and social skills development of Grade 1 students. The conceptual

framework integrates key components, elucidating the relationships between the type of

learning (play-based vs. lecture-based), initial language skills, post-intervention language

skills, and social skills development.

Through this framework, the study aims to provide a comprehensive understanding of

how different learning approaches impact the linguistic and social competencies of Grade 1

students, contributing valuable insights to educational practices in early childhood education.

This conceptual framework illustrates the relationships between the type of learning,

initial language skills, post-intervention language skills, and social skills development. The

play-based learning and lecture-based learning groups serve as the independent variables,
influencing the dependent variables of initial and post-intervention language skills and social

skills development. The study will employ statistical analyses to examine the differences

between the two learning approaches, providing insights into the effectiveness of play-based

learning on Grade 1 students' language and social skills.

Conceptual Paradigm

Type of
Learning

Play-Based Lecture-Based
Learning Learning

Post Intervention
Initial Language Skills Social Skills
Language Skills
Assessment Development
Assessment

Standardized
Measures

Statement of the Problem

The research aims to explore the influence of Play-Based Learning on the Language

and Social Skills of Grade 1 Students. Specifically, the study will address the following

questions:
 1. What is the level of effectiveness of Play-based learning compared to traditional

lecture-based learning in enhancing language skills among grade 1 students?

2. Is there a significant difference in the initial language skills between the play-based

learning group and the lecture-based learning group?

3. Is there a significant difference in the post-intervention language skills between the

play-based learning group and the lecture-based learning group?

4. What is the social skill development of grade 1 students after exposure to play-based

learning and traditional lecture-based learning?

5. Is there a significant effect of play-based learning on the social skills of grade 1

students compared to traditional lecture-based learning?

Hypotheses

1. There is no significant difference in the initial language skills between the play-based

learning group and the lecture-based learning group.

2. There is no significant difference in the post-intervention language skills between the

play-based learning group and the lecture-based learning group.

3. There is no significant effect of play-based learning on the social skills of grade 1

students compared to traditional lecture-based learning.

Significance of the Study

The results of this study on the effects of play-based learning on grade 1 students'

language and social skills will hold considerable importance for various stakeholders,

contributing to the enhancement of education and child development.

 For the Learners. The findings of this research will directly benefit grade 1 students

by providing insights into the effectiveness of play-based learning on their language and

social skills. By understanding how play can be a valuable educational tool, students can

tailor their learning experiences to address specific challenges. The accompanying YouTube

channel videos will serve as accessible resources for students to revisit and reinforce their

understanding, promoting self-directed learning.

For the Parents. Parents play a pivotal role in their child's education and

development. This study will offer parents valuable guidance on utilizing play as a means to

encourage and motivate their children's learning. Armed with knowledge from the research,

parents can actively engage in their child's education, creating a supportive home

environment that complements formal schooling and fosters the enhancement of language

and social skills.

For the University. Universities can benefit from this research as it adds to the

institution's repertoire of knowledge and educational resources. Researchers within the

university, if inclined to undertake studies on similar topics, can use the findings as a

foundation for their work. This study contributes to the academic wealth of the university,

reinforcing its commitment to cutting-edge research and innovative educational practices.

Other Researchers. The study's significance extends to the broader academic

community, offering a substantial contribution to the body of knowledge. Other researchers

can use this study as a guide, identifying gaps in the literature and areas that warrant further

investigation. By building on the findings presented here, future research can explore new

dimensions of play-based learning, enriching the collective understanding of its impact on

language and social skills in early education.

Scope and Limitation

 This study focuses in exploring how the incorporation of play-based learning

activities in primary school education influences students' language and social skills. The

research specifically targets students from Grade 1, ages 6 to 8 years old and will be

conducted in Siniloan Elementary School who were enrolled during the S.Y. 2024-2025.

The study aims to comprehensively explore various facets of language and social skill

development, including verbal communication, teamwork, and emotional intelligence. By

utilizing experimental research methods, the research seeks to provide a complex

understanding of the impact of structured play interventions on the holistic development of

students in these critical areas.

Operational Definition of Terms

Effectiveness in play: Learning based on play activities that are organized and

intentional determines how much they contribute to the growth of cognitive, emotional, and

social skills in learners, creating a positive and captivating educational experience.

Grade 1 Students: Pupils generally aged six or seven, attending the initial grade of

primary or elementary school. This study concentrates on this particular age bracket because

of its significance in early childhood education and the establishment of fundamental skills.

Language Skills: The capacity to understand, express, and employ language

proficiently, encompassing skills in listening, speaking, reading, and writing. This also

involves a grasp of grammar, vocabulary, and context.

Play-Based Learning: A pedagogical method integrating organized and intentional

play-based activities as a focal component of the educational journey. These activities are

crafted to captivate students in an enjoyable and interactive manner, fostering comprehensive

development encompassing language and social skills.

 Social Skills: A collection of interpersonal competencies that empower individuals to

engage, communicate, and cooperate successfully with others. Social skills encompass a

range of elements, including teamwork, empathy, effective communication, and conflict

resolution.

Traditional Lecture-Based Learning: A traditional instructional approach in which

the teacher imparts information through lectures, typically featuring one-way communication

from the instructor to the students. This method commonly entails the structured presentation

of facts, concepts, and content.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter includes ideas, a finish thesis, generalizations, conclusions, and others.

The content in this chapter helps readers get familiar with topics that are related to and

similar to the current study.

Related Literature

Play-based learning closely aligns with the Zone of Proximal Development (ZPD), a

key concept in Lev Vygotsky's constructivist theory. The ZPD refers to the range of tasks that

a learner cannot perform independently but can accomplish with the guidance or assistance of

a more knowledgeable person, such as a teacher or peer. In play, children often engage in

activities that are slightly beyond their current level of competence, providing a natural

setting for the ZPD. Through collaborative play, children can work together to achieve shared

goals, with more experienced peers scaffolding the learning of their less experienced

counterparts. This collaborative and supportive environment within the ZPD allows for

language and social skill development as children interact, communicate, and negotiate with

one another, fostering a zone where learning is maximized through social interaction and

shared exploration, Lane (2023).

Abdulkareem, H. B., et al., (2023), states that Quality of ECE Centers and Social

Interaction Skills is important on how the quality of Early Childhood Education centers

influences preschoolers' social interactions. It emphasizes the importance of factors such as

teacher qualifications, training, facilities, staff-child ratio, and overall center standards in

shaping the social interaction skills of young children.

Alvarez, C., (2020) stated that Play-Based Instruction for Second Language

Vocabulary that was conducted in a second-grade dual language classroom, this research

assesses the effectiveness of a play-based instructional method in enhancing the use of

content-specific vocabulary in conversational settings for second language learners. The

findings indicate significant progress in students' acquisition of content vocabulary through

engaging play-based learning activities.

According to Andoh, G. B., et al., (2023), This qualitative study investigates

perspectives on Early Childhood Care and Education, revealing significant discrepancies in

children's experiences, teacher expertise, facilities, and social factors. The findings

underscore the need for attention to these variations to improve the overall quality of early

childhood education.

According to Bote, A. G., (2021), the research investigates the impact of Virtual

Reality Role-Play (VRRP) on social communication skills in students with AD/HD and

comorbid ASD. Results indicate improvements in social communication skills, highlighting

the importance of structured environments, explicit instructional design, and teacher support

during activities.

Based on Bustos-Orosa, M.A. (2022), providing an overview of early childhood

education in the Philippines, this chapter discusses legislative support, governance,

participation rates, teacher-pupil ratios, and key curriculum features. It also addresses barriers

and initiatives aimed at improving financing, access, quality, governance, and equity in early

childhood care and education.

 Cordova Jr., N., et al., (2024) research explores the connection between leadership

practices in early childhood education and their impact on children's literacy skills. The study

highlights the positive association between transformational leadership and early literacy

development, emphasizing the enduring benefits of effective leadership in sustaining positive

outcomes.

Durrani, A., et al., (2024) stated that in investigating the cognitive mechanisms

affecting the speaking proficiency of English as a Second Language (ESL) students, this

qualitative research draws on insights from 28 ESL instructors. The findings shed light on the

practical implications of cognitive processes in oral communication development,

contributing to ongoing discussions in ESL education.

Evangelista-Garcia, J.L.G., et al., (2023) examines the potential of employing

translingual pedagogy as a more suitable approach for implementing Mother Tongue-Based

Multilingual Education (MTB-MLE) in the Philippines. It advocates for policies that embrace

linguistic fluidity to better achieve the objectives of MTB-MLE.

Mostafa, M., (2023) explores teachers' perspectives on the crucial role of play in

developing children's literacy skills, particularly in the context of play-based pre-primary

education. It centers on early literacy proficiency and the cognitive-linguistic abilities

essential for reading acquisition.

Ndlovu, B., et al., (2023), explores the effects of play-based learning in mobile Early

Childhood Care and Education (ECCE) centers, revealing that practitioners in rural areas

often lack a comprehensive understanding of incorporating play-based pedagogies. The study

suggests providing guidance to practitioners for planning, implementing, and supporting

play-based practices in early learning environments.

 Olis III, P. J. M., et al., (2023) investigated the effects of incorporating interactive

technology into play-based learning to enhance numeracy skills in early childhood education.

The findings underscore the positive impact of interactive technology on engagement,

personalized learning experiences, real-life application, and immediate feedback for

improved numeracy skill development.

Pardue, T, J., (2020) examines the adoption and execution of child-directed learning

in six Filipino preschools, highlighting cultural barriers and discrepancies among

administrators and educators. The findings emphasize the need for culturally sensitive

approaches to child-directed learning and provide educational and policy recommendations.

Parker, R., et al., (2021) analyzes the effects of integrating Kindergarten into the K-12

Basic Education System in the Philippines. It assesses the impact of Mother Tongue-Based

Multilingual Education (MTB-MLE) and language transition stages on student achievement

and development throughout the initial five years of schooling.

Salutin, M-A. J., (2023) aims to create and evaluate materials designed to enhance

reading readiness skills in preschool children, emphasizing values essential for holistic

development. Peer evaluators and reading experts found the materials acceptable in terms of

content, presentation, engagement, and appropriateness for developing basic reading skills in

preschool-aged children.

Tipan, D. B., (2023) evaluates the effectiveness of play-based activities in improving

phonemic awareness in kindergarten students, focusing on letter sound fluency, blending, and

segmenting. The results indicate significant improvements in letter sound fluency and

blending skills, suggesting the integration of play-based activities for advanced literacy

development.
 According to Aksoy P., Baran G (2020), the social skills of kindergarten children who

underwent story-based social skills training ("Ready to Learn") and play-based social skills

training ("Fun FRIENDS") compared to a control group with no intervention. The experiment

involved three groups totaling 120 children, each participating in a distinct intervention or no

intervention. The "Social Skills Assessment Scale-Teacher Form" by Aksoy (2020) was

utilized to evaluate preschoolers' social skills. Results revealed that children in the story-

based training group showed significantly higher levels in "communication," "adaptation,"

and "prosocial behaviors" compared to the control group. Similarly, the play-based training

group exhibited significantly higher levels in "communication," "adaptation," "self-control,"

"prosocial behaviors," and "assertiveness" compared to the control group. The findings

suggest the efficacy of structured training programs in enhancing children's social skills and

emphasize the importance of teacher training for implementing enriching activities to support

social development.

According to Tekman and Yaniasir (2023), the impact of play-based learning settings

and educational games on children's sustained development in reading, writing, listening, and

speaking habits. Themes such as responsibility, tolerance, self-confidence, frugality, honesty,

patriotism, and empathy were integrated into play-based environments. Initial information

about 20 participants was gathered through a questionnaire designed with input from field

experts. Play-based learning settings, employing activities like bomb, creative drama, story

cubes, puppets, two truths one lie, drama, and empathy games, were implemented for 7

weeks, with one week dedicated to each theme for 10 students. The findings revealed a

significant reduction in classroom anxiety and increased enthusiasm for literacy activities

among students in the play-based learning group compared to those receiving traditional

education.
 According to Tekyi-Arhin (2023), play-based learning stands as a crucial component

of early childhood education, offering children a meaningful and enjoyable avenue for

learning and exploring their surroundings. Diverging from traditional teaching methods that

hinge on memorization and drills, play-based learning activities enable hands-on experiences,

fostering creativity, curiosity, and problem-solving skills. This article delves into the

advantages of play-based learning in early childhood education, identifies effective types of

play-based activities, and outlines strategies for integrating play-based learning into the

classroom. Additionally, it addresses common challenges that teachers may encounter during

implementation and proposes solutions to overcome these hurdles. The ultimate goal of this

article is to underscore the significance of play-based learning and furnish teachers with

practical ideas and strategies to seamlessly incorporate such activities into their curriculum.

According to Welding (2022), the study aims to explore whether social and emotional

skills can be nurtured through play in a preschool classroom setting. The central question

guiding this action research is: Does play-based learning contribute to the development of

social and emotional skills? Preschool students actively participated in developmental

learning through play-based learning centers, fostering their academic, social, and emotional

growth. Teachers became more deliberate in their interactions with students, actively

encouraging engagement with various learning opportunities. This research was conducted

over the 2021 – 2022 academic school year, with data collected during two Teaching

Strategies GOLD checkpoints within that period.

According to Hernandez (2023), the study was framed within Vygotsky's Socio-

cultural theory of learning. Roblox is a sandbox-style game featuring various mini-games,

allowing children to play with others online, including activities like hide-and-seek

simulators and battle spaces. The research involved four second-grade students, aged seven,

paired to play Roblox at a charter school. Through observation and recording, the study
examined the children's interactions with the game, their language usage during play, and

their behavior towards each other. By observing their natural play dynamics, the aim was to

gain insights into the young children's perspective.

According to Nicholson (2019), play-based learning, a relatively modern concept,

may not be familiar to all educators, but it appears to be well-received by students. On the

other hand, group instruction, a traditional teaching method, has persisted over decades.

Given that literacy and math are key focuses in preschool education, instilling and nurturing

these foundational skills is imperative as they form the basis for lifelong learning.

According to Boyer and Taylor (2020), addressing this challenge requires an

understanding of the role of play in the classroom, particularly emphasizing developmentally

appropriate practices like play-based learning (PBL). PBL, centered around the child,

prioritizes academic, social, and emotional development, considering children's interests and

abilities through engaging and developmentally suitable learning experiences. This article

delves into the definition of play-based learning (PBL), the theoretical frameworks, and

historical research shaping PBL, various types of play, the social and academic advantages of

PBL, and ways in which educators can facilitate, support, assess, and incorporate technology

to enhance PBL. The authors will conclude by reflecting on how evidence-based research can

guide teaching practices to enhance children's learning experiences in the kindergarten

classroom.

According to Golinkoff et.al (2019, the significance of a robust curricular approach to

preschool education for subsequent developmental outcomes. While these findings have

commonly supported the adoption of educational programs centered on direct instruction, we

posit that guided play methods can be equally effective in delivering content and are more

developmentally fitting due to their emphasis on child-centered exploration. Positioned

between direct instruction and free play, guided play introduces a learning goal and structures

the environment while allowing children substantial control over their learning. The evidence

indicates that such approaches frequently surpass direct-instruction methods in fostering a

range of positive academic outcomes. We contend that guided play approaches prove

effective by creating learning scenarios that motivate children to actively participate and

become engaged partners in the learning process.

According to Lopez (2019), the characteristics of pre-primary services within the

broader context of early learning. It proceeds to present definitions of play in early childhood

and highlights the reasons why learning through play contributes to the development of

lifelong learners and supports overall child development. The brief acknowledges the

challenges pre-primary advocates may encounter when advocating for play-based methods

and suggests adopting a systems perspective to promote child-centered pedagogy and playful

programs. Recognizing the distinct context of each country, the proposed strategies in this

brief offer initial concepts that can be adjusted to suit local circumstances.

According to Del Fezo and Steffany (2022), it is essential to employ cutting-edge

techniques for effective teaching and learning. Unlike adults, young students can learn a

second language without feeling pressured or stressed, making it crucial to utilize appropriate

approaches in their interaction. This research project aims to assess how such techniques can

enhance the audio-linguistic skills of very young learners at Escuela de Educación Básica

Clara Luz. It explores the positive outcomes associated with Play-based Language Learning

activities in developing language skills in young learners. Data collection involved open-

ended interviews with teachers and observational data on student behavior during a Play-

Based Language Learning class. The study's findings were compared with previous research

and pedagogical approaches to establish connections and evaluate the effectiveness of the

investigated concept. In conclusion, implementing innovative teaching and learning

methodologies may effectively foster the development of audio-lingual abilities in very

young learners.

According to Marston (2021), the substantial benefits of play for early learners,

emphasizing its importance as a fundamental classroom activity. However, the available time

for play during the kindergarten school day is diminishing. This capstone, drawing on

literature and the development of a professional development workshop, as well as

stakeholder presentations, addresses the question of how support from stakeholders can be

garnered for the integration of play-based, exploratory, child-initiated learning activities in

kindergarten. The project offers a research-backed professional development workshop and

stakeholder presentations advocating for the incorporation of play-based learning in

kindergarten classrooms.

According to Ekeh et.al (2022), educators play a crucial role in fostering

communication skills in young learners. However, the rigid teaching methods adopted by

many teachers often hinder the effective development of oral communication skills.

Consequently, the researchers explored methods to enhance group-based play pedagogy to

promote oral communication. This study sought to understand (1) the existing knowledge,

skills, and classroom approaches of teachers in implementing group play-based pedagogy,

and (2) how a professional development program supports teachers in utilizing play-based

group pedagogy to cultivate oral communication skills in young learners.

According to Allee-Herndon et.al (2021), educators must apply research-based

instructional practices to meet the needs of students, especially those in poverty who face a

higher risk of underperforming. This study examined two teachers' direct instruction

environments to test if Title I kindergarten students from low socioeconomic backgrounds

show improved receptive vocabulary and literacy learning with incorporated purposeful play.
Results from the Peabody Picture Vocabulary Test 4th Edition and i-Ready Diagnostic

Reading indicate that while receptive vocabulary growth was higher in the didactic

classroom, the play-based classroom showed greater reading improvement. Students with

higher receptive vocabulary in both settings tended to perform better in literacy achievement

measures. Despite limitations, this study suggests that a combination of play-based and

systematic direct instruction can effectively support literacy learning for all students, aligning

with the growing research on play-based practices for equitable education.

According to Peaslee (2022), teachers' perspectives and classroom dynamics during

play by employing a triangulation of data sources, including video recordings, interviews,

and observations. The aim was to examine the potential impact of play on the social,

emotional, and oral language development of kindergarten students in a school district that

already incorporates free play centers in classrooms. The study explored diverse viewpoints

among educators and various instances of students utilizing social, emotional, and oral

language development skills during these free play sessions. Key findings from the data

highlighted varying levels of understanding among teachers, the necessity for consistent

professional development on integrating play in the classroom, and the significant role that

dramatic play plays in the social, emotional, and oral language development of kindergarten

students.

According to Boyer and Taylor (2020), in the face of heightened academic

expectations and standards for early education, educators are grappling with the task of

incorporating crucial academic benchmarks into age-appropriate learning experiences for

kindergarten children. To address this challenge, it is essential to comprehend the role of play

in the classroom, placing a special focus on developmentally suitable practices such as play-

based learning (PBL). PBL, being child-centered, prioritizes the academic, social, and

emotional development of children, considering their interests and abilities through engaging
and developmentally fitting learning experiences. This article delves into the definition of

play-based learning (PBL), the theoretical frameworks, and historical research that have

influenced PBL, various types of play, the social and academic advantages of PBL, and ways

in which educators can facilitate, support, assess, and utilize technology to enhance PBL. The

authors will conclude by reflecting on how evidence-based research can inform teaching

practices to enhance children's learning experiences in the kindergarten classroom.

According to Crawford and Peaslee (2022) the implementation of No Child Left

Behind in 2001 led to a significant shift in kindergarten education, replacing play-based

learning with a more academic focus. Despite research supporting the importance of play in

child development, this hasn't influenced widespread adoption of play in classrooms. This

qualitative case study explored teachers' perceptions of play in a district already incorporating

free play centers. Key findings emphasized varying teacher understanding, the need for

ongoing professional development on play integration, and the crucial role of dramatic play

in fostering social, emotional, and oral language development among kindergarten students.

According to De Lemos et.al (2021), professionals from various fields use play as a

natural and enjoyable platform for offering early childhood intervention and support.

Specifically, in the context of autism interventions, many therapies rely on the link between

social play and the enhancement of social skills, language development, and communication

abilities, addressing areas commonly challenging for autistic children. However, the concept

of play is broad, and the existing literature on play-based interventions is extensive and

diverse. This complexity poses a challenge for practitioners and families in navigating the

evidence and selecting appropriate intervention strategies. This review seeks to present a

comprehensive overview of research in this area and establish a conceptual framework to

guide clinical decision-making.

 According to Gentaz et.al (2023), this study aims to assess the impact of a training

program centered around pretend play in 5–6-year-old children within a large-scale school

setting. The focus is on evaluating its effects on emotion comprehension, emotion regulation,

prosocial behavior, and pretend play competences. Implementation variables were analyzed

to ensure the quality of program execution in the experimental group. The results indicate

enhanced emotion comprehension and a reduction in aggressive behavioral responses among

children in the experimental group (n = 101) compared to those in the control group (n = 79).

The discussion delves into the implementation outcomes and the influence of this play-based

approach on the enhancement of these variables.

According to Mohamed (2023), deliberate, purposeful literacy learning through child-

directed play can contribute to the early literacy foundations. Utilizing secondary qualitative

data analysis within a constructivist framework, the study addresses two main research

questions: 1. How does intentional and purposeful literacy learning through play support

early literacy foundations? 2. What role do educators play in influencing the intentionality

and purposefulness of play? The investigation involves reflexive thematic analysis of data,

encompassing images and discussions. Key findings emphasize the foundational literacy

elements fostered in a play-based environment and underscore intentional practices by

educators in the pre-primary program. Consequently, the study draws attention to the

effective use of intentional purposeful play to enhance literacy foundations, potentially

influencing literacy learning practices significantly.

According to Ekeh (2023), to enhance collaborative skills in early-grade learners by

employing group work and play-based pedagogy, recognizing collaboration as a crucial

twenty-first-century skill. Developing such skills in early grades is crucial for preparing

learners for seamless integration into the demands of the twenty-first century. The study

utilized a participatory-action research design and a professional development workshop to

guide the research. The sample comprised three public primary schools (n = 3) and nine

purposely selected teachers (n = 9) in the Owerri Education Zone. Data were collected

through semi-structured interviews and performance-rating scales for learners. To ensure the

validity and reliability of the research instrument, respondent validity was maintained through

member checking. Thematic data analysis was employed to derive the study's results and

findings. The study revealed insufficient knowledge among teachers regarding group work

and play-based pedagogy, hindering the development of collaboration skills in early-grade

learners. To address this issue, professional development workshops were implemented to

enhance teachers' capacity in using group play-based pedagogy for collaborative skill

development. One of the recommendations proposed continuous in-service professional

development for teachers to stay updated on collaborative pedagogical practices that actively

engage early-grade learners.

According to Palton (2023), school improvement plan addresses the topic of play-

based learning (PBL), a subject frequently discussed in early childhood education. The plan

aims to examine current research to define play-based learning and assess its impact on the

developmental progress of preschool and kindergarten students. Research indicates that PBL

can be highly beneficial for academic advancement, as children thrive in such learning

environments. PBL enables students to forge connections between their personal experiences

and surroundings, fostering joyful learning experiences that enhance motivation and sustain

attention. Through consistent and intentional planning, which emphasizes engagement,

hands-on activities, and effective use of the environment, the goal is to maximize play-based

learning in preschool and kindergarten classrooms within the Mt. Pleasant Community

School District. The primary objective of this school improvement plan is to highlight the

advantages of PBL and increase its implementation in these early education settings.
 According to Bantulo et.al (2023), the efficacy of digital play-based learning

materials in enhancing the reading and counting abilities of kindergarten students. The study

involved 30 kindergarten learners from Shuttle Elementary School in South Fatima District,

Barangay San Jose, General Santos City, enrolled during the 2021-2022 school year.

Employing a pre-experimental design, specifically the single-group pre-test and post-test

design, the data were interpreted and analyzed using frequency counts, mean, and t-test. The

results revealed that the utilization of Digital Play-Based supplementary learning packages

proved effective in enhancing the reading and counting skills of kindergarten learners. While

acknowledging the positive impact, it is suggested that the incorporation of Digital Play-

Based Supplementary Learning Packages can be integrated into the academic curriculum for

teaching reading and counting to young learners. Ultimately, this study offers valuable

insights for educators aiming to foster creativity and engagement in their classrooms,

highlighting the significance of integrating technology to support learning outcomes.

According to Beach and Klein (2023), physical educators build a comprehensive

guide on integrating play-based learning into their curriculum. The guide will cover the

implementation of play-based learning, strategies for creating an environment conducive to

such learning, and provide examples of activities that incorporate play-based learning

principles.

According to Heang et. Al, (2021), the teachers recognized their roles in facilitating

learning through play, which included activities such as participation, observation, planning,

guiding, material selection, resource utilization, arranging learning spaces, and collaborating

with parents. The study also highlighted challenges in promoting play in preschool settings,

including structured constraints, classroom management issues, and attitudinal constraints.

 According to Adubuola (2023), the significant impact of play-based learning

programs on socio-emotional development based on school type, with private schools

offering enriched environments and public schools leveraging diversity for growth. These

results highlight the transformative potential of play-based learning in promoting inclusive

socio-emotional development among early childhood children. The study advocates for

gender-equitable programs and suggests allocating additional resources to public schools to

enhance play-based experiences. Ultimately, it envisions a future where socio-emotional

development transcends gender boundaries, and every child flourishes, regardless of school

type.

According to Esterhuizen and Koen (2022), utilizing a qualitative approach within the

Participatory Action Learning and Action Research (PALAR) design, the study demonstrated

that a play-based methodology positively contributes to the overall development of young

children. The findings emphasize the importance of aligning educational practices with the

evolving needs of children, suggesting ongoing follow-ups to ensure a continued focus on

holistic development in ECDE centers.

According to McNally and O’Keeffe (2023), play serves as a distinctive avenue for

fostering social communication development in educational settings. This systematic review

sought to consolidate information on play-based interventions aimed at enhancing the social

communication skills of children with ASD in educational settings, identifying nine relevant

studies. The overall findings of these studies suggest a promising foundation for utilizing play

to support social communication skills in the educational context for children with ASD.

However, the review also underscores existing research gaps in the realm of play-based

interventions targeting the social communication skills of children with ASD in naturalistic

educational settings.
 According to Welding, (2022), play-based learning delves into the exploration of

whether social and emotional skills can be cultivated through play in a preschool classroom

environment. The primary question addressed in this action research is: Does play-based

learning contribute to the development of social and emotional skills? Preschool students

actively participated in developmental learning through play-based centers, facilitating their

academic, social, and emotional growth. Teachers adopted a more deliberate approach in

their interactions with students, becoming actively engaged and encouraging participation in

various learning opportunities. This research spanned the entire academic year of 2021-2022,

with data collection occurring during two Teaching. Strategies GOLD checkpoints within the

school year.

According to Blyth (2023), play-based learning involves integrating immersive play

with academic objectives. Its implementation in a classroom setting yields numerous

favorable outcomes for students, impacting them academically and socially-emotionally. To

effectively lead a play-based learning classroom, educators need to comprehend various play

types, create an inclusive atmosphere, and leverage their expertise to elevate both play and

learning experiences for students. When executed adeptly, play-based learning serves as a

valuable tool to enhance and broaden the educational experiences of all students.

According to Tekman et. al, (2023), play-based learning environments were created

using activities like bomb, creative drama, story cubes, puppets, two truths one lie, drama,

and empathy games related to the designated themes. Over seven weeks, 10 students engaged

with the themes through games, while the remaining 10 received traditional education on the

same topics. In the eighth week, each student's understanding of the relevant theme was

assessed through a questionnaire based on expert opinions. It was observed that students'

anxiety significantly decreased during the seven weeks of play-based learning settings.

Additionally, these students exhibited greater enthusiasm for reading, writing, listening, and
speaking texts compared to those receiving traditional education, demonstrating a clearer

comprehension of the themes. This suggests that educational games serve as an effective

method to enhance children's interest in lessons and school, diversify their learning

experiences, improve performance and motivation, and contribute to the sustainability of

education.

According to Berry et.al (2022) children can develop cognitive, social, emotional,

creative, and physical skills through active and joyful learning experiences. The authors

suggest a broader definition of learning through play in schools, grounded in the science of

learning. They summarize significant findings from global studies on the effects of children's

play-based learning, identify four key challenges hindering the alignment of education policy

and practice, and propose a practical framework to address these challenges through a unified

language and structure for implementing play-based learning.

According to Hendricks (2020), play manifests in diverse forms and encompasses a

myriad of objects, extending its influence to every setting of human activity. The meanings of

play events are extensive and can vary among individuals or even within the same person at

different moments. Some types of play establish stability through rules and organizations,

while others are fleeting and fanciful. Play can exhibit predictability, but it frequently takes

unpredictable paths with varying implications. Players may approach play with dedication,

while others engage in a more lighthearted manner, forgetting their commitment once the

moment has passed. Despite its simplicity, play is essential for every child and is similarly

compelling for adults, ranging from basic interactions to sophisticated literary, artistic, and

scientific creations.

According to Hadley and Newman (2023), utilizing play for achieving learning

objectives in pre-kindergarten poses challenges. This article delves into the significance of
play as a fundamental activity for pre-k learning, highlighting research emphasizing the

support of unstructured trifecta skills, such as oral language, within child-centered, playful

activities. It elucidates the crucial role of teacher scaffolding during play to address specific

language learning targets. Lastly, practical strategies are provided for planning and executing

play activities that positively impact children's language development.

According to Aljanazrah et.al (2022), employing a cross-sectional, multi-method

design, we explored factors related to teacher educators' capability, opportunity, and

motivation to integrate play-based learning into their teaching. A total of 36 staff from four

Palestinian universities participated in an online survey, and 17 were interviewed. The results

indicate that teacher educators appreciate the value of play-based learning and are motivated

to implement it. However, challenges such as insufficient knowledge and skills, along with

social, cultural, and physical barriers, hinder their ability to incorporate play-based learning

into practical contexts. In conclusion, Palestinian teacher educators express motivation to

adopt play-based learning but face challenges that may be addressed through targeted

professional development programs.

According to Bailey et. al (2022), peer play interactions play a crucial role in

supporting early learning, both in home and school environments, particularly for preschool

children from low-income backgrounds. This study employed structural equation modeling to

investigate whether teacher-reported learning behaviors in the classroom mediate the

connection between parent-reported peer play skills at home and direct assessments of

language, literacy, and mathematics skills. Among a diverse sample of 680 Head Start

preschoolers across 53 classrooms, disruptive and disconnected play skills at home were

negatively linked to learning behaviors, as well as language/literacy and mathematics skills.

Furthermore, learning behaviors served as a mediator between disruptive play skills at home
and academic skills. The study suggests implications for enhancing parent-teacher

partnerships and implementing program-wide interventions.

According to Burkhardt Bossi et.al (2022), training have demonstrated the positive

impact of play tutoring on children's social skills. This research explores whether the

proposed mechanism of change, namely the quality of social pretend play, can account for the

effects of play tutoring on social pretend play competence and overall social skills. In a

randomized intervention study involving 27 Swiss playgroups and 214 three- to four-year-

olds, three conditions were tested: the intervention group (play tutoring), the material group

(half-dose), and the control group (treatment as usual), with weekly sessions conducted for

six consecutive weeks. Pre-tests, post-tests, and a follow-up were administered. Playgroup

educators assessed children's pretend play competence and social skills using a questionnaire,

while standardized behavioral observations evaluated children's pretend play quality during

treatment sessions. Employing latent change models with indirect effects, the study explored

whether play tutoring's effects on children's pretend play competence and social skills were

mediated by the quality of social pretend play during the intervention sessions. The findings

suggest that social pretend play quality mediates changes in social pretend play competence

and self-oriented social skills (sociability and setting limits). The study affirms the beneficial

role of social pretend play in promoting social development, revealing a nuanced interplay of

various change mechanisms.

According to Bant et.al (2022), utilizing mixed methods, the project included various

tasks such as creating a story based on a drawing from the Goodenough Harris Draw a Person

Task, composing an original story with props, and completing the TELD-3 receptive and

expressive language task. Social and cognitive play behaviors were recorded using a

modified version of Rubin's (2001) Play Observation Scale (POS). The results revealed

positive correlations between story creativity and play behaviors, story creativity and
language, creativity (drawing) and language, creativity (drawing) and play behaviors, and

play behaviors and language. These findings underscore the interconnection of creativity,

language, and play, emphasizing the beneficial impact of these skills on children's learning

and development.

According to Danniels and Pyle (2023, in play-based kindergarten programs, teachers

have the responsibility of fostering learning and development goals through play.

Nevertheless, debates persist about the optimal role of the teacher in play and how to

meaningfully support the play of children with disabilities. This multiple case study delved

into the perspectives and strategies of three kindergarten teachers, referred to as enactors,

who highly valued and aimed to facilitate participation and inclusion in play-based learning.

Each classroom was observed for a minimum of three hours in the fall, and semi-structured

teacher interviews were conducted in the fall and spring. Enactors shared common themes

related to implementing play-based learning for inclusion, including maintaining a balance

between child agency and teacher guidance, adopting child-centered and flexible

involvement, and emphasizing the importance of supporting social interactions in play. These

perspectives influenced both shared and distinct practices observed in play, such as engaging

in one-on-one conversations, supporting small groups, actively participating as a play partner,

and collaboratively addressing challenges that emerged during play. The findings illustrate

how enactors gave significance to the concept of inclusion through their play practices,

providing notable examples that contribute to teachers' craft knowledge for supporting

inclusive play-based learning practices in the future.

According to Callahan (2023), the aspects of play-based learning using a researcher-

created survey and analyzing responses from six elementary and six secondary teachers. The

study also explored maker education by comparing survey results from fourteen university

students at Point Park University with responses from the teacher participants. The research
drew on constructionism theory and incorporated elements from Montessori, Froebel,

Malaguzzi, and High/Scope, focusing on play-based learning and potential benefits for both

elementary and secondary students. Following in-depth research and analysis of survey

results, the researcher formulated an educator model for effective play-based learning and an

instructional framework for guiding play-based and maker education in elementary and

secondary classrooms. After sharing these tools with teacher participants, the researcher

reflected on their feedback to gain insights into how educators might use each tool. The study

concludes by discussing the impact on leadership and providing recommended next steps for

leaders advocating for play-based learning and maker education.

According to Keung et.al (2022), the behavioral intentions of kindergarten teachers

regarding the adoption of play-based learning and its correlation with two types of facilitating

factors: organizational (specifically, instructional leadership and trust in colleagues) and

individual (specifically, teacher self-efficacy). Utilizing structural equation modeling on data

gathered from 542 Hong Kong kindergarten teachers, the study examined both direct and

mediating effects. The results revealed a positive association between principal instructional

leadership and teachers' intentions to implement play-based learning, both directly and

indirectly through the mediation of trust in colleagues and teacher self-efficacy. Teachers

with higher self-efficacy beliefs demonstrated more proactive intentions to implement play-

based learning. These findings underscore the significance of fostering favorable

organizational conditions and boosting teacher self-efficacy for the successful

implementation of play-based learning in kindergarten settings.

According to Allen and Kelly (2024), this study was undertaken to examine the

consequences of the science of development and early learning for professionals in care and

education dealing with children from birth to 8 years old. This age range doesn't have distinct

boundaries but exists on a continuum reflecting individual developmental variations, starting

before birth and extending beyond age 8 into later childhood. Despite its lack of clear

boundaries, this period is crucial for children due to the disjointed nature of the systems that

serve them, coupled with the rapid pace of their development. Their experiences during this

time significantly influence their long-term trajectories.

According to Cheung et.al (2022), the kindergarten teachers' perspectives and

practices concerning play-based learning, emphasizing the mediating role of teachers'

capacity building in designing a play curriculum. Quantitative data were gathered through a

questionnaire, involving three cohorts of 90 kindergartens engaged in a university-school

partnership project. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis

(CFA) were applied to the data from the first and second cohort years (50 kindergartens) to

ensure construct reliability and validity. The third cohort year data from 40 kindergartens

were utilized to explore the mediation effect. Results indicate a significant link between

teacher beliefs and their pedagogical practices in play-based learning, as well as their

perceptions of whole-child development. The capacity building of teachers to implement a

play-based learning curriculum partially mediates these connections, displaying a robust

association. These capacities involve teachers' ability to design and adapt a play-based

learning curriculum based on school context and children's developmental needs. The

findings carry practical implications for teacher education and professional development by

emphasizing the reinforcement of relevant capacities.

 Chapter 3

Research Methodology

This chapter presents the research design, sampling technique, research instrument,

data collection and analysis that were used to solve the stated problems.

Research Design

This research is designed to explore the influence of play-based learning on the

language skills of Grade 1 students through a Randomized Controlled Trial (RCT).

Participants will be randomly assigned to either the play-based learning group or the
traditional lecture-based learning group. Before the intervention, a pre-test will measure the

initial language skills of all participants.

The intervention will involve implementing play-based learning for one group and

lecture-based learning for the other. The post-test assessment will then be administered to

evaluate changes in language skills. Quantitative data will be collected through standardized

assessments, and statistical analyses such as t-tests or ANOVA will be used to compare the

initial and post-intervention language skills between the play-based and lecture-based groups.

Additionally, the study aims to assess the social skills development of Grade 1

students through quantitative measures. Social skills assessments will be conducted both

before and after the intervention, and statistical analyses will be employed to determine if

there is a significant effect of play-based learning on the social skills of Grade 1 students

compared to traditional lecture-based learning. The research focuses solely on quantitative

data to provide a clear and measurable understanding of the impact of play-based learning on

language and social skills in Grade 1 students.

Sampling Technique

In the context of this experimental research conducted within a single school, the

primary sampling technique will be random assignment. Grade 1 students within the chosen

school will be randomly assigned to either the experimental group, where play-based learning

will be implemented, or the control group, which will experience traditional lecture-based

instruction. Random assignment is a crucial method in this setting, as it helps mitigate

potential biases and ensures a fair distribution of students across the two learning approaches.

This approach facilitates a focused investigation into the effects of play-based learning on
language and social skills development within the unique context of a specific school

environment.

Furthermore, the choice of a single school setting offers advantages in terms of

control and consistency in implementing the interventions. By conducting the research within

a singular school, potential confounding variables related to variations in school policies,

resources, and student demographics are minimized, contributing to the internal validity of

the study. The findings from this research within a single school will provide valuable

insights into the specific dynamics and outcomes of play-based learning, offering a nuanced

understanding of its impact on language and social skills development in Grade 1 students

within a localized educational context.

Research Instrument

The research instrument for this study encompasses various tools tailored to gather

quantitative data on language skills and social skills development among Grade 1 students

engaged in either play-based learning or traditional lecture-based learning. To assess

language skills, the research utilizes Pre-Test and Post-Test Questionnaires, designed to

evaluate aspects such as vocabulary, comprehension, and verbal expression. Administered

both before and after the intervention, these questionnaires aim to gauge any changes in

language proficiency resulting from the learning approaches.

In evaluating social skills development, a standardized Social Skills Checklist will be

employed. This checklist focuses on observable behaviors related to communication,

cooperation, and interaction with peers. Administered before and after the intervention, the

checklist aims to quantify alterations in social skills among Grade 1 students. Complementing

these quantitative measures, trained observers will follow predefined protocols to conduct

systematic observations in both play-based and lecture-based learning settings. These

observations will center on specific social behaviors, language usage, and engagement levels

during designated periods, providing qualitative insights to augment the quantitative findings.

Additionally, a brief questionnaire will collect demographic information,

encompassing factors such as age, gender, and relevant background details. This

demographic data aims to assist in analyzing potential moderating factors and ensuring a

comprehensive understanding of the participants. Together, these instruments form a

comprehensive research strategy to delve into the impacts of different learning approaches on

the language and social skills development of Grade 1 students.

Data Collection and Analysis

This study will delve into how play-based learning will influence language and social

skills in Grade 1 students at Siniloan Elementary School during the upcoming academic year

2024-2025. The researchers aim to explore specific questions to understand how effective

play-based learning will be compared to traditional lecture-based methods. The focus will be

on practical data collection, analysis, and using specialized research tools.

The process will commence by collecting initial data, where Grade 1 students will fill

out pre-test language skill questionnaires, providing a baseline. Trained observers will

carefully watch student behaviors, noting language skills and social actions.

In the main part, two groups will be introduced – one engaging in play-based learning

and the other in lecture-based learning. The researchers will use standardized tools to collect

quantitative data on language skills and social behaviors. This will help in comparing the

effects of different teaching approaches.

After the teaching methods, post-test data will be collected. Students will answer

language skill questionnaires, undergo repeated observations, and complete a Social Skills
Checklist. This will help in checking if there are changes in language and social skills after

the learning methods.

To answer the study's questions, the researchers will use two methods. First, they will

analyze numbers from the questionnaires and the Social Skills Checklist using statistical tools

like t-tests or ANOVA. This will provide a numerical comparison of how well the different

learning methods work.

Second, the researchers will closely examine the observations, delving into details and

context. This will help in understanding what happened during the study. Combining these

methods will give a complete picture of how play-based learning and lecture-based learning

will impact Grade 1 students' language and social skills.

This study will zoom in on Grade 1 students, aged 6 to 8, at Siniloan Elementary

School during the S.Y. 2024-2025. The researchers will be keen on understanding various

aspects of language and social skill development. However, the findings might be limited to

this specific school, academic year, and age group. External factors outside the study, like the

home environment, might affect the results. Despite these limits, the researchers hope to offer

valuable insights into the impact of play-based learning on student development.

As the study progresses, the researchers aim to show not just the numbers but also the

real-life changes in language and social skills. By using both statistical analysis and detailed

observations, they hope to give a full view of how different teaching approaches will affect

Grade 1 students. This will add to the ongoing conversation about effective ways to teach

primary education.
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