Author

Eduarda M. Simon
Northeastern College
Santiago City, Isabela, Philippines

Abstract

Play-based learning has become an important approach in early childhood education because it promotes active engagement and holistic development among young learners. However, there is limited local evidence on how the power of play is utilized in kindergarten instruction in public elementary schools in San Manuel District 15. This study examined the use of play in kindergarten instruction, focusing on frequently used games, their effectiveness, perceived benefits, and problems encountered by teachers. The descriptive–normative research design was employed with 27 kindergarten teachers selected through total enumeration. Data were gathered using a structured questionnaire and analyzed using frequency, percentage, ranking, and weighted mean. Findings revealed that the general objectives of kindergarten education were realized, games were often used in teaching, and play-based activities were perceived as very effective and highly beneficial in enhancing pupils’ motivation, cooperation, and learning. Problems encountered were minimal and considered slightly serious. The study highlights the importance of integrating play-based strategies to strengthen kindergarten instruction and support children’s overall development.

Keywords: Play-based learning, kindergarten instruction, educational games, early childhood education, active learning

DOI: http://doi.org/10.69651/PIJHSS0501837

Recommended citation:
Simon, E. M. (2026). Employing the power of play in kindergarten instruction in the public elementary schools of San Manuel District 15. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9429-9437. http://doi.org/10.69651/PIJHSS0501837

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