📄 Abstract
Early childhood is a critical period for holistic development, encompassing cognitive, social, emotional, and behavioral growth that shapes lifelong learning and well-being. Among various approaches to enhance learning during this stage, play-based learning (PBL) has emerged as a developmentally appropriate method that integrates academic skills with social and emotional development. Despite its recognized benefits, its consistent implementation in early childhood classrooms remains a challenge due to rigid curricula, resource limitations, and varying teacher preparedness. This study was conducted to determine the effects of play-based learning on the behavior and academic progress of kindergarten learners, with a particular focus on its extent of implementation in selected public schools in Baybay City, Leyte. Using a descriptive quantitative research design, data were collected through a validated researcher-made questionnaire distributed to kindergarten teachers. Variables included the frequency and type of play activities, integration with learning objectives, and availability of resources. The effects were measured in terms of learners’ behavior (social interaction, attention span, and self-regulation) and academic progress (literacy, numeracy, and cognitive skills). Findings revealed that play-based learning was consistently implemented and had a positive impact on learners. Teachers reported noticeable improvements in pupils’ behavior, especially in social interaction and self-regulation, while also observing substantial gains in literacy, numeracy, and cognitive skills. Statistical analysis confirmed a significant relationship between the level of PBL implementation and improvements in both behavioral and academic outcomes. The study concludes that play-based learning is an effective strategy for fostering holistic child development. It emphasizes the need for continuous teacher training, resource support, and the integration of structured play into the kindergarten curriculum. The proposed intervention program further aims to enhance teacher competencies, optimize classroom environments, and engage families in purposeful play to sustain both academic growth and positive behavior among young learners.
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📚 How to Cite:
Nilo Urado, Melinda F. Marquez PhD , THE EFFECTS OF PLAY-BASED LEARNING IN BEHAVIOR AND ACADEMIC PROGRESS IN KINDERGARTEN CLASSROOMS , Volume 11 , Issue 8, august 2025, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra23769