Lived Experiences of Teachers’ Implementing Play-Based Learning in Kindergarten Classes

Abstract

This research explores the implementation of play-based learning in kindergarten classrooms. It examines (1) the benefits of play for learning, (2) teachers’ roles in facilitating play-based learning, and (3) challenges in using play as a learning tool. A qualitative case study approach was used, involving three kindergarten teachers from a higher educational institution during the 2022-2023 academic year. Data collection included interviews and classroom observations. Findings reveal that play enhances cognitive, social, emotional, and physical development. Teachers serve as facilitators, role models, and advocates while engaging with parents. Challenges include classroom management issues, attitudinal barriers, and structural constraints. This study highlights the importance of teacher training, parental involvement, and policy support in optimizing play-based learning. Future research should explore strategies to address challenges and improve implementation.