Chapter I

The Problem

Introduction
The process of a child learning to communicate, read, write, and numeracy starts
long before they enter school. Many crucial life skills are learned by children from their
parents inside their households. Children who are more literate before they enter school
perform better in terms of academic performance in general. However, there are some
instances that the parents are no longer able to teach their children, often because they do
not have time. The Department of Education issued DepEd Order No. 12 series of 2015
also known as Guidelines on the Early Language, Literacy, and Numeracy Program:
Professional Development Component. This program will develop in Filipino children
literacy and numeracy skills and attitudes which will contribute to lifelong learning. More
specifically, it aims to improve reading and numeracy skills of Kinder to Grade 3 pupils,
following K to 12 Basic Education Curriculum, and to establish a sustainable and cost-
effective professional development system for teachers.
In order to develop the literacy and numeracy skills of the pupils, educators must
innovate learning guides that will encourage the pupil to listen and learn. Nowadays,
pupils’ interest is very short, which is considered as one of the challenges that are faced by
many of our educators. There are lot of learning materials that can be utilize in enhancing
literacy and numeracy skills of the pupils such as, laptop, tablets, recyclable materials and
crafts.
Play-based Learning is defined as a context for learning through which children
organize and make sense of their social worlds, as they engage actively with people, object
and representations. This approach encourages children’s learning and inquiry through
interactions that aim to stretch their thinking to higher level. Play-based pedagogy is well
suited to supporting diversity and inclusive education, as it incorporates the interests,
insights and backgrounds of all the children. Classroom environments that embrace a play-
based pedagogy are responsive to the individual strengths and needs of children which lead
to a naturally inclusive environment.

EYLF (2009) Literacy is the capacity, confidence and disposition to use language
in all its forms. Literacy incorporates a range of modes of communication including music,
movement, dance, storytelling, visual arts, media and drama, as well as talking, listening,
viewing, reading and writing. Contemporary texts include electronic and print based media.
In an increasingly technological world, the ability to critically analyze texts is a key
component of literacy. Children benefit from opportunities to explore their world using
technologies and to develop confidence in using digital media’. ‘Numeracy is the capacity,
confidence and disposition to use mathematics in daily life. Children bring new
mathematical understandings through engaging with problem solving. It is essential that
the mathematical ideas with which young children interact are relevant and meaningful in
the context of their current lives. Educators require a rich mathematical vocabulary to
accurately describe and explain children’s mathematical ideas and to support numeracy
development. Spatial sense, structure and pattern, number, measurement, data
argumentation, connections and exploring the world mathematically are the powerful
mathematical ideas children need to become numerate.
According to Department of Education (DepEd) Region V, a series of tests
administered by the Philippine Informal Reading Inventory (Phil-IRI) revealed that these
students are considered as “struggling readers” after taking both English and Filipino tests.
Around 18,143 of those are in Grade levels 3 to 6. The Phil-IRI is an informal reading
inventory that consists of graded passages designed to determine a student’s performance
in oral reading, silent reading, and listening comprehension.
With a significant increase in academic expectations and standards to be learned in
the early years, educators face the challenge of incorporating important academic standards
into developmentally appropriate learning experiences for kindergarten children. To meet
this challenge, educators must become acquainted with the role of play in the classroom,
with a focus on developmentally appropriate practices like play-based learning.
 It is very alarming to know that many children continue to struggle with literacy
and numeracy even after start schooling. Due the changes in our generation, it is also
appropriate for schools to adapt other methods to make pupils more interested in studying.
Polangui North Central School (PNCS) is one of the schools in the municipality of
Polangui who adapted activities to enhance the literacy and numeracy of the pupils; one of
its implemented activities was in collaboration with the Department of Education, PNCS
launched Brigada Eskwela 2022 that promotes collaboration for education resiliency.
Polangui North District has a total of 288 educators from grade one to six. The
researcher chose this district as the main respondents of the study with a total of 20
teachers. The target population will be randomly selected which will be use to determine
the basis to the proposed study.
This study will focus on determining the play-based learning activities in
developing literacy and numeracy skills of the kindergarten pupils in Polangui North
District as basis for the preparation of Play-based Learning Guide in School Year 2022-
2023.

Theoretical Framework

The theoretical framework of this study is anchored in the theory which is relevant
to the study. Triangle of factors in implementing effective play-based learning: a holistic
support model (Keung & Cheung, 2019) confirmed that the roles and functions of parents
and teachers were significant in supporting the implementation of play-based learning in
kindergarten settings. Findings of the study have shed light on the conceptualizations of
effective play-based learning which are perceived by teachers as part of a school
collaborative culture, teachers’ enactment of play pedagogy and home-school cooperation.
Moreover, the practical and policy implications of the study may suggest adopting
a holistic support model in the analysis and actively seeking to integrate parents, teachers
and kindergartens in constructing an optimal play learning experience for young children.
Children mostly engage in plays, and in general, child plays are considered to be fun
activities, without any purpose, which allow children to have a pleasant time (Keung &
Cheung, 2019). However, plays are the most important learning tool that allows children
to combine their inner world and the events around them and prepares children for life in
every aspect.
The theoretical framework contains three dimensions which are kindergartens,
teachers and families. Kindergartens contains professional development support in
practicing play, readiness for implementing play-based curriculum and collective learning
culture. Teachers contains curriculum beliefs, teachers’ roles in process, dispositions
towards play, enactment of play pedagogy and teachers’ involvement in play. Families
contains supportive home environment, parent’s understanding of play concept and
parental involvement in play. However, there are environmental factors that affects a child
as well as the aforementioned three dimensions. Environmental factors contain cultural
context and socio-economic influence.
The study of Keung and Cheung (2019) conceived the development of play-based
learning in a holistic way by considering three dimensions: parents, teachers and
kindergartens. It stated that implementing effective play-based learning is not being
isolated from the contextual influences. However, it was surprising that insufficient
attention is given in the current studies.
Figure 1 Theoretical Paradigm
Conceptual Framework

The conceptual framework will guide the researcher in conducting the study. The
theory used is the system theory.

The inputs will be the content of the questionnaire which will be distributed to the
target population that will be randomly selected which will be used to determine the basis
to the proposed study and the respondents will be 20 teachers from Polangui North District.

The process will be done through the use of survey questionnaire in gathering the
data and to be interpreted through the use of statistical treatment to get the result taken
from the respondents. In identifying the challenges encountered by the kindergarten
teachers in utilizing play-based learning activities the researcher will use weighted mean
and Likert scale. The researcher will also produce open-ended survey questionnaires that
will allow the respondents to provide their own opinion about enhancing the literacy and
numeracy skills of the kindergarten pupils in Polangui North District to create a Play-based
Learning Guide.

The output will be the Play-based Learning Guide in enhancing the literacy and
numeracy skills of kindergarten pupils in Polangui North District. The feedback was
included to identify if there will be loopholes with the input.

Statement of the Problem

The study will determine the play-based learning activities in enhancing literacy
and numeracy skills of kindergarten pupils in Polangui North District as basis for the
preparation of Play-based Learning Guide in School Year 2022-2023. Specifically, it will
answer the following questions:
[Link] are the play-based learning activities in developing literacy and numeracy skills of
kindergarten learners as perceived by the school heads and kindergarten teachers?
[Link] effective are the play-based activities in developing literacy and numeracy skills of
kindergarten pupils?
[Link] are the challenges encountered by the kindergarten teachers in utilizing the play-
based learning activities?
[Link] play-based learning guide in kindergarten be developed to enhance the literacy and
numeracy skills of the kindergarten pupils based on the findings of the study?
 INPUT PROCESS OUTPUT

➢ Open-ended ➢ Analyzing the ➢ Play-based

Survey data through the Learning Guide
Questionnaires use of the open- in enhancing the
➢ Challenges ended survey literacy and
encountered by questionnaires. numeracy skills
the kindergarten ➢ Determining the of kindergarten
teachers in challenges pupils in
utilizing the play- affecting the Polangui North
based learning work-life balance District
activities using the
➢ Statistical weighted mean
Treatment Tools and likert scale

FEEDBACK

Figure 2 Conceptual Paradigm

Assumption of the Study

This study is anchored on the assumption that the respondents will be honest in
answering the survey questionnaires which upon data to be gathered by the researcher are
valid and reliable for correlation. In addition, the research study is believed to be timely
relevant to the respondents that will result into and outcome providing basis of knowledge
to the questions.
The study will focus on the extent of play-based learning activities in enhancing literacy
and numeracy skills of kindergarten pupils in Polangui North District as a basis for the
preparation of Play-based Learning Guide in School Year 2022-2023. The following
assumptions will be considered. The researcher assumed that at the end of this study:
1. The Polangui North District teachers can provide possible play-based learning
activities to enhance the literacy and numeracy skills of the kindergarten learners.
2. The data collected will demonstrate the effectivity of play-based activities in enhancing
the literacy and numeracy skills of the kindergarten learners.
3. The challenges encountered by the kindergarten teachers in utilizing play-based
learning activities will be identified; and
4. The researcher can develop play-based learning guide in kindergarten to enhance their
literacy and numeracy skills based on the findings of the study.

Scope and Delimitations

This study focuses on determining the play-based learning activities in enhancing

literacy and numeracy skills of kindergarten pupils in Polangui North District as basis for
the preparation of Play-based Learning Guide in School Year 2022-2023.
The researcher purposively selected twenty Polangui North District teachers of
Polangui, Albay. The data will be gathered through the use of survey questionnaire and
will be answered by the selected respondents. The questionnaires will be delimited within
the topic only and will be use for education purpose only. The researcher aims to determine
the play-based learning activities in enhancing literacy and numeracy skills of kindergarten
pupils in Polangui North District in order to contribute for the preparation of Play-based
Learning Guide in School Year 2022-2023.

Significance of the Study

This study undertaken to determine the play-based learning activities in enhancing

literacy and numeracy skills of kindergarten pupils in Polangui North District as basis for
the preparation of Play-based Learning Guide in School Year 2022-2023. This study is
beneficial to the following:

Pupils. The direct recipient of the output of this research is the pupils. Any
improvement in the Play-based Learning Guide can pave way of enhancing the literacy and
numeracy skills of the kindergarten pupils in Polangui North District.
Parents. The research will also benefit the parents of the pupils. In collaboration
with the educators this study will enhance parent’s knowledge in handling their children
through supportive home environment, parents’ understanding of play concept and parental
involvement in play.
Teachers. This study will benefit the educators on what possible play-based
learning activities can be utilize to enhance the literacy and numeracy skills of the pupils.
Principal and Supervisors. The findings of the study will serve as their guide in
introducing new methods, strategies and techniques to enrich the pupil’s literacy and
numeracy skills.
Department of Education (DepEd). The findings of this study will raise
awareness of the recent and appropriate learning methods, strategies and techniques to
enhance. the teaching-learning process
Researcher Itself. The research will benefit the researcher to broaden their
knowledge and to be more comprehensive in conducting a survey. This will also serve as
a guide for the researcher to know the true essence of research and create new topic for
future references.
The Future Researchers. The outcome of the study is beneficial to the present and
future researchers. This study may be used as one of the bases once a new theory in learning
arises.

Definition of Terms

For better understanding of the concept of this research study the terms are defined
contextually and operationally:

K-12 Curriculum. It refers to a program covers Kindergarten and 12 years of basic

education (six years of primary education, four years of Junior High School, and two years
of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education.
([Link]

Kindergarten. It refers to is an informal kind of school for very young children,

where they learn things by playing. In this study, it refers to the target recipient of Play-
based Learning Guide.
([Link]
Literacy. It refers to the ability to read, write, speak and listen in a way that lets us
communicate effectively and make sense of the world. In this study, it refers to one of the
skills that can be enhance through play-based learning.
([Link]
Numeracy. It refers to the knowledge, skills, behaviors and dispositions that
students need in order to use mathematics in a wide range of situations. It involves
recognizing and understanding the role of mathematics in the world and having the
dispositions and capacities to use mathematical knowledge and skills purposefully. In this
study, it refers to one of the skills that can be enhance through play-based learning.
([Link]
ges/numeracy-for-all-learners)
Play-based Learning. It refers to a type of early childhood education based on
child-led and open-ended play. It helps children develop social skills, motivation to learn,
and even language and numeracy skills. Taking initiative, focused attention, and curiosity
about the world are all a part of play. In this study, it refers to the education that will help
enhance the pupil’s literacy and numeracy skills.
([Link]

Reviews of Related Literature and Studies

This section includes the related literature and studies. This is the summary of the
relevant literature and studies that shows evidence.

Related Literature
(Van Oers and Duijkers, 2013) Unlike direct instruction, a play-based pedagogy
provides more opportunities for children to lead their own learning through play. This
context encourages learning through playful exploration, experimentation, and peer
interaction.
(Blair and Raver, 2015) Early learning programs and curricula that emphasize play
as a foundation for learning have demonstrated promising outcomes in multiple domains.
(Weisberg et al., 2013) In contrast to classroom environments that rely heavily on
teacher directed literacy instruction, there is support for the assertion that these skills can
be taught effectively through play scenarios.
(Pyle & Danniels, 2017) Several factors that have been found to influence the
implementation of play-based learning stem from teachers’ reported perspectives and
challenges with integrating play and learning in the classroom. In a recent scoping review
of research addressing play-based learning in kindergarten, studies that examined teacher
perspectives and practices while implementing play-based learning curricula revealed
some common themes, including reported difficulties with integrating the concepts of play
and learning.
(Pyle, Prioletta, & Poliszczuk, 2017) Teachers who have reported challenges with
integrating the often dichotomously viewed concepts of play and learning have been found
to focus primarily on implementing direct instruction and free play in their classrooms.
(Roden & Szabo, 2017a) Early childhood programs are essential to the future of
children and provide a foundation for children’s learning and development. Many early
childhood educators would agree that early childhood programs lay the foundation for the
children entering school. There are so many different domains covered in early childhood
classrooms, from academics to social emotional skills. Early childhood classrooms provide
an environment for children to engage in play and develop social, language, and cognitive
skills while interacting with their peers. The play is facilitated by adults.
(Roden & Szabo, 2017b) believed that cognitive development occurred within
social interactions. Most play in early childhood classrooms incorporates social
interactions between children.
(Moyles, 2012) Socio-dramatic play also helps students develop language skills.
Children learn language by plying with other children and adults can facilitate that learning
by describing what is happening during play.
(Dore, Hopkins, Lerner, Lillard, & Smith, 2013) Children can develop many skills
while engaging in play. Many theorists have thought that playing with objects allows
children to think about them in different ways, therefore allowing them to solve problems
with them.
(Wood, 2007; Binnawas, et al., 2020) When children play, their development
moves along paths of increasing cognitive, social, emotional and physical complexity
through the use of signs and symbols; creating rules; changing roles and play scenarios;
and through controlling their behavior and actions.
Related Studies

(Yoon, 2014) If students are not playing as much at home, then early childhood
educators are providing students with their only time to play with what they choose and to
explore, problem solve, and make decisions. In another study, the data revealed that
children showed knowledge of past literacy lessons from school within their play.
Watching students engage in play, many times someone may see them including academic
pieces that they previously learned in school in their play.
(Bell, et al, 2016) In play with their peers, the patterns of children’s behavior were
parallel with their academic skills. Social skills and academic skills are intertwined within
play when peers are involved. When students are playing together, this gives them the
opportunity to develop their language and communication skills while also giving them the
opportunity to discuss academic knowledge and build off one another. While observing
children’s play behaviors in preschool, teachers can have an early indication of the
academic track for children in science, mathematics and literacy.
(Moyles, 2012) explained that play can be used for not only learning with children
but also for teachers to use as a way to assess children. Play can be used for evaluating
children and determining if any interventions are needed. Play can be used to assess
communication, physical, social-emotional, and cognitive development. Assessment can
be taken in three main ways. One being summative assessment. Summative assessment is
used at the end of a unit, theme, or learning process, this can be seen as a test. Another type
of assessment is formative assessment. Formative assessment is ongoing and continuous.
Ali et al. (2018), Eberle (2014) and Nthontho (2017) stated that the environment in
which these children are living may be a limiting factor for free play. As playful learning
promotes the physical, cognitive and socio-emotional outcomes essential for school
reading and academic success.
(Han et al. 2015; Zosh et al. 2018), believed that schools are responsible for
endorsing a play-based pedagogy to support children's holistic development.
 (Kamarulzaman, 2015) Play a game in inserted in learning activities can develop
children's critical thinking skills, develops the foundation of intellectual, emotional, social,
and physical skills, and increase children's confidence level.
(Ali, Kaitlyn M, Hussain, & Akhtar, 2018) Attention to the psychological and
sociological values of per-toy based learning in early childhood is still minimal.
Researchers from the fields of education and psychology have suggested 'playing' is a
powerful mediator for learning various skills throughout one's life.
Mcginn (2017) examining the effects of game-based early childhood curricula on
develop social and academic contracts for pre-schoolers found a positive correlation
between free play in early childhood and future school success in terms of literacy and
social development and recommendations for improving teacher practice and education
policy.
(Lynch, 2015) “Play in the classroom fosters improvements in such subjects as
mathematics, language, early literacy, and social-emotional skills, and it does so for
children from both low- and higher-income environments”.
(Wickstrom, Pyle, & DeLuca, 2019; Kane, 2016; Lynch, 2015; Myck-Wayne,
2010) play increases academic development and boosts creative thinking and problem-
solving, providing a highly effective context for learning and honing much-needed 21st
century skills.

Synthesis of the State of the Art

The foregoing related literature and studies reviewed will furnish the researcher
valuable information relevant to the present study. From the above studies and literature
reviewed, the following similarities and differences are crafted.
The literature of Blair & Raver (2015) and studies of Ali, Kaitlyn M, Hussain, &
Akhtar (2018), Mcginn (2017), Lynch (2015) and Wickstrom, Pyle, & DeLuca (2019);
Kane (2016); Lynch (2015); Myck-Wayne (2010) draw attention to the positive outlook
and outcome of play-based learning. Blair & Raver (2015) emphasize play as a foundation
for learning have demonstrated promising outcomes in multiple domains. Ali, Kaitlyn M,
Hussain, & Akhtar (2018) believed that 'playing' is a powerful mediator for learning
various skills throughout one's life. Mcginn (2017) found a positive correlation between
free play in early childhood and future school success in terms of literacy and social
development and recommendations for improving teacher practice and education policy.
Lynch (2015) stated that play in the classroom fosters improvement in subject areas, and;
Wickstrom, Pyle, & DeLuca (2019); Kane (2016); Lynch (2015); Myck-Wayne (2010)
stated that play increases academic development and boosts creative thinking and problem-
solving, providing a highly effective context for learning and honing much-needed 21st
century skills. The similarity of these literature and studies to this study is, it aimed to draw
positive outcome from play-based learning guide to enhance the literacy and numeracy
skills of the pupils.
In the literature of Weisberg et al. (2013), Wood (2007); Binnawas, et al. (2020)
and Moyles (2012) play scenarios helps students enhance their skills. Weisberg et al.
(2013) stated that there is support for the assertion that these skills can be taught effectively
through play scenarios Moreover, Wood, (2007); Binnawas, et al. (2020) stated that the
development moves along paths of increasing cognitive, social, emotional and physical
complexity through changing roles and play scenarios. Moyles (2012) believes socio-
dramatic play also helps students develop language skills. The relevance of these literature
to this study is that, it gives the researcher an idea that play scenarios can be one of the
many play-based activities that can enhance the literacy and numeracy of the pupils.
In the literature of (Roden & Szabo, 2017b) believed that cognitive development
occurred within social interactions while in the study of Bell et al. (2016) stated that when
students are playing together, this gives them the opportunity to develop their language and
communication skills while also giving them the opportunity to discuss academic
knowledge and build off one another. In the literature of Dore, Hopkins, Lerner, Lillard, &
Smith (2013) children can develop many skills while engaging in play while the study of
Kamarulzaman, (2015) stated that play a game in inserted in learning activities can develop
children's critical thinking skills, develops the foundation of intellectual, emotional, social,
and physical skills, and increase children's confidence level. The relevance of these
literature and study to this study is that, it gives the researcher an idea that social interaction
can positively affect pupil’s literacy and numeracy skills through play-based activities.
In the literature of Van Oers and Duijkers (2013) they stated that, unlike direct
instruction, a play-based pedagogy provides more opportunities for children to lead their
own learning through play. However, in the literature of (Pyle & Danniels, 2017) it
revealed some common themes, including reported difficulties with integrating the
concepts of play and learning. Moreover (Pyle, Prioletta, & Poliszczuk, 2017) discussed
that those teachers who reported difficulties integrating the often dichotomously viewed
concepts of play and learning in their classrooms were found to focus primarily on
implementing direct instruction and free play. The previous literatures are relevant to the
present study for the reason that these opportunity and difficulties can be encountered by
the teachers in implementing play-based learning activities to the pupils.
Yoon (2014) and Moyles (2012) studies place emphasis that educators play a huge
role to the pupil’s childhood and that play are not meant only for children’s learning but
also as an assessment guide for educators. Yoon (2014) concluded that if students are not
playing as much at home, then early childhood educators are providing students with their
only time to play with what they choose and to explore, problem solve, and make decisions
while Moyles (2012) explained that play can be used for not only learning with children
but also for teachers to use as a way to assess children. Play can be used for evaluating
children and determining if any interventions are needed. These studies are relevant to the
present study due the involvement of educators to the pupil’s learning.
Ali et al. (2018), Eberle (2014) & Nthontho (2017) and Han et al. 2015; Zosh et al.
2018 studies focused on the environment that affects the pupil’s learning. Ali et al. (2018),
Eberle (2014) & Nthontho (2017) stated that the environment in which these children are
living may be a limiting factor for free play. (Han et al. 2015; Zosh et al. 2018), believed
that schools are responsible for endorsing a play-based pedagogy to support children's
holistic development. The previous studies are relevant to the present study for the reason
that environment can be one of the challenges that educators might face in implementing
play-based learning.
 In the literature of (Roden & Szabo, 2017a) it emphasizes the essence of Early
childhood programs to the future of children. This is significant to the present study for it
highlights the importance of early childhood education which provides opportunities for
pupils to grow and enhance their skills.

Research Gap
Developmental and academic perspectives on play-based learning have evolved,
with varying recommendations regarding the types of play that should be encouraged and
the best role for educators who implement this pedagogy.
This study aims to determine the play-based learning activities in enhancing literacy
and numeracy skills of kindergarten pupils in Polangui North District as basis for the
preparation of Play-based Learning Guide in School Year 2022-2023.
All studies have been made for the researcher to have an idea regarding the play-
based learning activities in enhancing literacy and numeracy skills of kindergarten pupils
from the contents of related literature and related studies. There were no general studies
conducted about play-based learning guide in enhancing the literacy and numeracy skills
of the kindergarten pupils but many studies have been done in relation to this topic.
The uniqueness of the research conducted by the researcher are the scope of the
study which only focus on a particular school and the researcher determine the play-based
learning guide in enhancing literacy and numeracy skills of kindergarten pupils in Polangui
North District and this was the gap bridge by the study.
 Notes
Guidelines on the Early Language, Literacy, and Numeracy Program: Professional
Development Component (2015) [Link]
guidelines-on-the-early-language-literacy-and-numeracy-program-professional
development -component/ Retrieved on October 15, 2022

The Science of Play: The Importance of Play-based Learning

[Link]
learning/ Retrieved on October 15, 2022

Full –Day Kindergarten Play-Based Learning: Promoting a Common

Understanding[Link]
document_eng_2016.pdf Retrieved on October 15, 2022

DepEd: 40,000 Bicol students are ‘struggling readers’

[Link]
[Link]?fbclid=lwAR2 Retrieved on October 15, 2022

BELONGING, BEING & BECOMING

[Link]
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.
pdf Retrieved on October 15, 2022

Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A

Mixed Method Study (Keung & Cheung, 2019)
[Link]
Play-Based_Learning_Implementation_in_Kindergartens_A_Mixed_Method_Study
Retrieved on October 15, 2022

Teaching in a play-based curriculum: Theory, practice and evidence of developmental

education for young children.
[Link] Retrieved on
October 26, 2022

School readiness and self-regulation: a developmental psychobiological approach.

[Link] Retrieved on October 26, 2022

Guided Play: Where Curricular Goals Meet a Playful Pedagogy.

[Link] Retrieved on October 26,
2022
A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy
and the Fear of Hijacking Play.
[Link] Retrieved on
October 26, 2022

The play-literacy interface in full-day kindergarten classrooms.

[Link] Retrieved on October 26, 2022

Roden, T., & Szabo, S. (2017a). Play workshop: Changing preschool teachers' ideas about
play in the curriculum. Delta Kappa Gamma Bulletin, 83(3), 33-38. Retrieved on October
26, 2022

Roden, T., & Szabo, S. (2017b). Play workshop: Changing preschool teachers' ideas about
play in the curriculum. Delta Kappa Gamma Bulletin, 83(3), 33-38. Retrieved on October
26, 2022

Moyles, J. R. (2012). A-Z of Play in Early Childhood. Maidenhead: McGraw-Hill Educati

Wood, E. (2007). Reconceptualising child-centred education: Contemporary directions in
policy, theory and practice in early childhood. Forum, 49 (1 & 2), 119 - 133. Retrieved on
October 26, 2022

Yoon, H. (2014). Can I play with you? the intersection of play and writing in a kindergarten
classroom. Contemporary Issues in Early Childhood, 15(2), 109-121. Retrieved on October
26, 2022

Bell, E. R., Greenfield, D. B., Bulotsky-Shearer, R., & Carter, T. M. (2016). Peer play as
a context for identifying profiles of children and examining rates of growth in academic
readiness for children enrolled in head start. Journal of Educational Psychology, 108(5),
740-759. Retrieved on October 26, 2022

Moyles, J. R. (2012). A-Z of Play in Early Childhood. Maidenhead: McGraw-Hill

Education. Retrieved on October 26, 2022

Ali, E., Constantino, K.M., Hussain A. & Akhtar, Z., 2018, ‘The effects of play-based
learning on early childhood education and development’, Journal of Evolution of Medical
and Dental Science 7(43), 467–481. [Link] Retrieved
on October 28, 2022.

Han, M., Moore, N., Vukelich, C. & Buell, M., 2015, ‘Does play make a difference? How
play intervention affects the vocabulary learning of at-risk pre-schoolers’, American
Journal of Play 3(1), 82–105. Retrieved on October 28, 2022.
Ali, M.S., Chowdhury, K.Q. & Obaydullah, A.K.M., 2019, ‘Parents’ perception towards
play based learning of 3–5 years old children’, International Journal of Creative and
Innovative Research in All Studies 1(12), 7–18. Retrieved on October 28, 2022.
Kamarulzaman, 2015. Social Media Adoption: The Role of Media Needs and Innovation
Characteristics. [Link] Retrieved on
October 28, 2022.

Mcginn (2017) Play-based early childhood classrooms and the effect on prekindergarten
social and academic achievement.
[Link] Retrieved
on October 28, 2022.

Lynch, M. (2015). More play, please: the perspective of kindergarten teachers on play in
the classroom. American Journal of Play, 7(3), 347. Retrieved on October 28, 2022.

Wickstrom, H., Pyle, A., & DeLuca, C. (2019). Does theory translate into practice? an
observational study of current mathematics pedagogies in play-based kindergarten. Early
Childhood Education Journal, 47(3), 287-295. Retrieved on October 28, 2022.
 CHAPTER 2
RESEARCH METHODOLOGY
This chapter is a representation of the research methodology, population, data
gathering tools, and the statistical treatment that will be used in this study.
Research Design
The current study is a descriptive study used to determine the play-based learning
activities in enhancing literacy and numeracy skills of kindergarten pupils in Polangui
North District.
The study will use descriptive method of research. This is one of the most popular
methods used in research projects. According to Williams (2007) descriptive research is a
research method that can determine the situation in current phenomenon. Nassaji (2015)
also states that the goal of descriptive research is drawing and classifying the phenomenon.
In addition, Walliman (2011) defines that descriptive research relates to an observation in
collecting the data. Descriptive method of research includes present facts and proper
observing of a subject.
In conducting this research, qualitative research is applied. It is applied because it
is an approach that is used in exploring and understanding the meaning of individuals or
groups ascribe to a social or human problem (Creswell, 2014). Hancock [Link] (2009) also
defines that qualitative research is research design that concern with the developing and
the understanding of social phenomena. Williams (2007) states that qualitative research
can be used to investigate the participant’s opinion about social phenomenon. It means that
qualitative research is an approach that focuses on understanding the social phenomenon
among individual or groups.

Respondents
The respondents of this research are teachers of Polangui North District, Polangui,
Albay. A total of 20 kindergarten teachers will be considered as the main respondents of
the study. The researcher will randomly select the respondents.
Data Gathering Instruments
According to Ary (2010) procedure is the section that explains about overall
qualitative approach that is done in the research. This part will show the way of gaining
information and gathering the data. The following procedures will be followed in gathering
the necessary data and information.
Preparation of the researcher-made questionnaire. The construction of the
questionnaire will be based on the research problem following the statement of the problem
stated above as a guide in formulating the survey questionnaire.
Validation of the researcher-made questionnaire. This will consist of the validation of
the researcher-made questionnaire by the experts, such as the master teachers and head
teacher of the school.
Administration of the researcher-made questionnaire. This will be given to the
kindergarten teachers of Polangui North District and will be administered by the researcher.

The researcher will ask permission from the school head and the respondents
through a form of a formal letter to conduct the distribution of survey questionnaire. After
the approval of the letter, only then the researcher will be allowed to distribute the survey
questionnaire. Moreover, to avoid transmission of virus the researcher will sanitize and
wear the prescribe items following the Inter-Agency Task Force (IATF) protocols
organized by the government.

Statistical Tool
The researcher will use several tools to treat the data gathered. The responses of the

respondents will be classified and tabulated systematically as well as according to the felt

need of the study.

Percentage Technique. The percentage technique will be used to compare the frequency

of the responses and the total number of respondents, the formula is:
 P=R/N ×100

Where: P= Percentage

R= frequency

N= total number of respondents

100= constant

Weighted Mean. This will be used to determine the challenges and strategies in achieving

the work-life balance of kindergarten teachers, the formula is:

Wm= ∑(fx) /N

Where: Wm= Weighted mean

f=frequency

x= weight

N= total number of respondents

Scale Description

3.26 - 4.00 Always

2.51 - 3.25 Sometimes

1.76 - 2.50 Seldom

1.00 - 1.75 Never

 The following scale will be used to determine the challenges and strategies in

achieving the work-life balance of kindergarten teachers.

Scale Description

3.26 - 4.00 Strongly Agree

2.51 - 3.25 Moderately Agree

1.76 - 2.50 Disagree

1.00 - 1.75 Strongly Disagree

The findings of the study will also be analyzed and interpreted through a form of
open-ended survey questionnaire which provides more qualitative research data. Open-
ended questions will help the researcher to see things from the respondent’s perspective.
Moreover, this analyzes better sentiments amongst the respondents.
 Notes
Definition of Descriptive and Qualitative Research
[Link]
Retrieved on October 28, 2022.

Ary (2010). [Link]

[Link]. Retrieved on October 28, 2022.

Slideshare (2013). Percentage Technique Formula.

[Link] a treatment. Retrieved on October 28,
2022

Stephanie Glen. "Weighted Mean: Formula: How to find the Weighted Mean" From
[Link]: Elementary Statistics for the rest of us!
[Link]
mean/. Retrieved on October 28, 2022.