Author

Marilene P. Rodriguez*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Play-based learning is widely recognized as an effective pedagogical approach that enhances young learners’ cognitive development through meaningful and engaging activities. However, limited empirical evidence exists on its specific implementation and impact on the cognitive development of kindergarten pupils in San Pablo, Isabela. This study examined the implementation of play-based learning and its relationship with cognitive development from the perspective of fifty kindergarten teachers using a descriptive-correlational design. Data were collected through a validated questionnaire and analyzed using descriptive statistics and Pearson correlation. Findings revealed that play-based learning is generally practiced and positively perceived, particularly in fostering creativity, critical thinking, and memory retention. Although challenges such as resource quality and training opportunities were noted, these were not considered severe barriers. A significant positive relationship was found between play-based learning and cognitive development. The study concludes that strengthening resources, teacher training, and stakeholder support can further enhance the effectiveness of play-based learning.

Keywords: Play-based learning, cognitive development, kindergarten pupils, teacher perceptions, early childhood education, instructional strategies.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0502900

Recommended citation:
Rodriguez, M. P. (2026). Play-based learning and cognitive development of kindergarten pupils in San Pablo, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 200-208. http://doi.org/10.69651/PIJHSS0502900

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