Authors : Dianeth G. Casapao; Lilybeth J. Matira

Volume/Issue : Volume 10 - 2025, Issue 7 - July

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DOI : https://doi.org/10.38124/ijisrt/25jul1635

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Abstract : This study explored the impact of play-based activities on the attention spans and holistic development of kindergarten pupils (sample size of 30) utilizing a mixed-methods approach. Quantitative data were gathered through teacher surveys and classroom observations, while qualitative insights were derived from interviews with teachers and parents. The results indicated that play-based activities effectively enhanced attention spans, with 43.33% of pupils concentrating for 10–20 minutes and another 43.33% for 5–10 minutes during these activities. Engaging, hands-on tasks, such as building blocks and puzzles, resulted in longer periods of engagement, whereas activities like drawing and playdough experienced higher rates of distraction. Despite the consistently positive perceptions of play-based learning, no significant differences were found in attention spans before, during, and after implementation (Chi-square test statistic equal to 1.43, degrees of freedom equal to 2, P value of 0.49; Kendall's W or Kendall’s coefficient of concordance = 0.02). Qualitative findings revealed themes of engagement, socio-emotional development, motivation, and collaboration, underscoring the role of play in promoting cognitive and emotional growth. However, challenges such as distractions and limited sustained focus were also noted. The study highlights the necessity for tailored and differentiated play-based strategies to cater to diverse developmental needs, improve task design, and enhance long-term attention and learning outcomes. Recommendations include enhanced teacher training, collaboration with parents, and regular monitoring to optimize the benefits of play-based learning.

Keywords : Play-Based Learning, Attention Span, Kindergarten, Mixed Methods, Early Childhood Education.

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