Experiences of Kindergarten Teachers Utilizing Play-based Learning Strategies and Instructional Techniques

Abstract

A pedagogical strategy called "play-based learning" was one of the new visions, purposes, and objectives introduced by the kindergarten program. Play-based learning is a child-centered approach that emphasizes play-based learning in the curriculum material. This qualitative study's goal was to investigate the pedagogical methods instructors in full-day kindergarten are employing to encourage play-based learning. Participants in the study were interviewed using semi-structured interviews with open-ended questions. To find new patterns, the data was transcribed, coded, and memorized. This qualitative research study discovered that there are various pedagogical approaches to play-based learning. With some sub-themes, three major themes emerged: the full-day kindergarten teacher's awareness of play-based learning, Strategies for promoting play-based learning in full-day kindergarten and concerns regarding play-based learning in full-day kindergarten through the significant influence that teaching had on a play-based learning environment, teachers realized the critical significance of student outcomes in determining the true effectiveness of the learning environment. This research shows that teachers strongly advocate the importance of providing play-based learning for students. This research had several limitations, most notably that participants lacked a comprehensive grasp of PBL, and the number of uncontrolled factors that affected the study's findings was negligible. The results of this study will provide information to educators about how to provide best support to kindergarten teachers in their pedagogical decision-making.