The Power of Play: Exploring Stakeholders’ Perception of Play-Based Education in Early Childhood

Trixie Marie Riño,, Kaira C. Brozo, Kimberly C. Ignacio,, Fatima C. Isidro, Micaella-Anne B. Sanglay,, Esther G. Domingo, Joel B. Faustino and Joseline M. Santos
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Trixie Marie Riño,: College of Education, Bulacan State University, City of Malolos Bulacan, Philippines 3000
Kaira C. Brozo: College of Education, Bulacan State University, City of Malolos Bulacan, Philippines 3000
Kimberly C. Ignacio,: College of Education, Bulacan State University, City of Malolos Bulacan, Philippines 3000
Fatima C. Isidro: College of Education, Bulacan State University, City of Malolos Bulacan, Philippines 3000
Micaella-Anne B. Sanglay,: College of Education, Bulacan State University, City of Malolos Bulacan, Philippines 3000
Esther G. Domingo: College of Education, Bulacan State University, City of Malolos Bulacan, Philippines 3000
Joel B. Faustino: College of Education, Bulacan State University, City of Malolos Bulacan, Philippines 3000
Joseline M. Santos: College of Education, Bulacan State University, City of Malolos Bulacan, Philippines 3000

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 128-140

Abstract: Play-based education is essential to promote children’s social, emotional, and cognitive growth. This study aimed to explore the perceptions of the key educational stakeholders, including teachers, learners, and parents, on play-based learning pedagogy. This study focused on understanding the underlying concerns among teachers, learners, and parents with play-based learning and how these concerns affect their views on the role of play in children’s overall development. A quantitative correlational research design was used with the sample population consisting of 100 primary grade teachers from different DepEd schools within Bulacan, 690 learners from primary grade, and 690 parents of primary grade learners. The data were collected using adopted-modified Likert questionnaires focusing on play-based education function, significance, and its efficacy in early childhood settings, along with learners’ academic records. The findings indicate that both teachers and learners hold play-based education in high regard, with mean satisfaction ratings of 3.85 and 3.42, respectively. However, parents showed mixed perceptions, highlighting a gap in understanding. Teachers and the students strongly support play-based learning and a need for a campaign to help parents understand play-based education.

Date: 2025
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