ABSTRACT
This qualitative-phenomenological study examined how stakeholders implemented play-based learning, including their practices, challenges, and coping strategies. To gather the needed data, the following were purposely interviewed: three daycare workers, three supplemental feeding workers, and three barangay captains, from partner barangays with PHINMA University of Iloilo College of Education. The study identified several key themes regarding the stakeholders' implementation of play-based learning: children learn through play, exploration, and creativity. The stakeholders' practices included singing, dancing, tracing and coloring, assisting daycare workers, and providing support to them. Their challenges included issues with learners' worksheets and a lack of play space. To address these challenges, the stakeholders employed coping strategies such as being resourceful, providing assistance to daycare workers, and working with other stakeholders. The researcher suggests implementing policies aimed at improving the effectiveness of play-based learning while addressing the challenges faced by stakeholders.
Keywords: Practices, Challenges, Coping Strategies, Play-Based Learning
INTRODUCTION
Play-based learning (PBL) is imperative to early childhood education, offering children an enjoyable and engaging way to explore and understand their surroundings. Unlike conventional teaching methods focused on drilling, rote memorization, and play-based exercises provide practical experiences that enhance uniqueness, curiosity, and problem-solving skills (Tekyi-Arhin, 2023).
In the Philippines, daycare centers—referred to as nursery schools, preschools, or childcare centers—serve as foundational spaces for children aged 2-6 to grow and learn in a supportive environment. UNICEF's 2021 Longitudinal Study indicates that early childhood education significantly boosts literacy and mathematics scores among young learners by Grade 4. The Philippine Institute for Development Studies reports that as of August 2023, there are 56,400 daycare centers in the Philippines, with 202 located in Iloilo City.
Despite the clear benefits of play-based learning, a gap often exists between educational theory and actual classroom practice. Many children are still confined to traditional desk-bound activities that may not fully support their developmental needs. This issue highlights the varying perspectives and beliefs of stakeholders regarding the significance of play in education and highlights how important teachers are in influencing instructional methods.
This study examined how play-based learning was utilized within the partner daycare centers of PHINMA University of Iloilo College of Education, focusing on practices, challenges, and coping strategies. By delving into the experiences of these stakeholders, the aim was to gather valuable insights that can inform effective methodologies for incorporating PBL into early childhood education. Ultimately, the goal of the researcher was to foster positive social change by enhancing the educational experiences and outcomes of daycare learners, ensuring every child has access to a nurturing and stimulating environment that supports their holistic development.
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