Authors :
Sarah Joy S. Pasa
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/6k4bd2dr
Scribd :
https://tinyurl.com/s2xukw6d
DOI :
https://doi.org/10.38124/ijisrt/26mar540
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This study investigates the challenges, strategies, and opportunities associated with the implementation of playbased learning (PBL) in kindergarten classrooms. Play-based learning is widely regarded as a critical component of early
childhood education, promoting social, cognitive, and emotional development. However, despite its recognized benefits, the
transition from traditional, teacher-centered approaches to play-based learning remains challenging for many educators.
This research aims to explore how kindergarten teachers implement play-based learning, the obstacles they face, and the
strategies they use to overcome these challenges. Using a qualitative approach, semi-structured interviews were conducted
with 20 kindergarten teachers across urban and rural schools. The findings suggest that while PBL enhances children’s
engagement and development, it is often hindered by factors such as curriculum constraints, standardized assessments,
and lack of adequate professional development. Teachers employ various strategies, including integrating play with
curriculum goals, collaborating with colleagues, and advocating for more flexible policies. The study highlights the
opportunities for improving early childhood education through greater institutional support, professional development,
and policy changes that prioritize the value of play in learning.
References :
- Pellegrini, A. D., & Smith, P. K. (1998). The development of play. Child Development, 69(1), 1-15.
- Piaget, J. (1962). Play, dreams, and imitation in childhood. Norton & Company.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Zigler, E., & Bishop-Josef, S. J. (2006). The case for play: A developmental perspective. Zero to Three, 26(6), 10-16.
This study investigates the challenges, strategies, and opportunities associated with the implementation of playbased learning (PBL) in kindergarten classrooms. Play-based learning is widely regarded as a critical component of early
childhood education, promoting social, cognitive, and emotional development. However, despite its recognized benefits, the
transition from traditional, teacher-centered approaches to play-based learning remains challenging for many educators.
This research aims to explore how kindergarten teachers implement play-based learning, the obstacles they face, and the
strategies they use to overcome these challenges. Using a qualitative approach, semi-structured interviews were conducted
with 20 kindergarten teachers across urban and rural schools. The findings suggest that while PBL enhances children’s
engagement and development, it is often hindered by factors such as curriculum constraints, standardized assessments,
and lack of adequate professional development. Teachers employ various strategies, including integrating play with
curriculum goals, collaborating with colleagues, and advocating for more flexible policies. The study highlights the
opportunities for improving early childhood education through greater institutional support, professional development,
and policy changes that prioritize the value of play in learning.
