A phenomenological study on play-based learning in Kindergarten: Experiences, challenges, and coping strategies of teachers

Abstract

          Play-based learning is widely recognized as a developmentally appropriate approach in early childhood education because it supports children’s cognitive, social, emotional, and physical development.This study explored the challenges and experiences of kindergarten teachers in implementing play-based learning. Using a descriptive phenomenological research design, data were collected from fifteen (15) kindergarten teachers of Paoay District through an open-ended questionnaire administered via Google Forms. The responses were analyzed using thematic analysis to identify common patterns in the participants’ experiences. The findings revealed that teachers generally perceive play-based learning as an effective and engaging instructional approach that enhances learners’ participation, creativity, and social interaction. However, several challenges affect its implementation, including large class sizes, limited instructional materials, time constraints, and classroom management difficulties. Despite these challenges, teachers demonstrated adaptability by improvising learning materials, organizing structured play activities, and applying classroom management strategies to sustain meaningful learning experiences. The study concludes that while teachers recognize the significant role of play-based learning in supporting young learners’ development, strengthening institutional support, providing adequate resources, and offering continuous professional development opportunities are essential to improve its effective implementation in kindergarten classrooms.