Play Skills, Teachers’ Experiences, and Parents’ Engagement on Kindergarteners’ Learning Performance: A Causal Model

The present study investigated the play skills of kindergarteners, the experiences of their teachers, and the engagement of their parents, and examined the influence of these factors on the learning performance of the kindergarteners. It primarily utilized Predictive-Correlational and Causal Model designs, covering 226 kindergarten teachers from remotely located primary and elementary schools. Kindergarteners were also observed during their playtime, and their learning performances were also collected. Results revealed that play skills, particularly problem-solving and turn-taking skills, are significantly related to learning performance and that the best predictor of learning performance is the Verbalizations about the Play Scenario under play skills. Lastly, the causal model-3, which proved to be the best-fitted model, revealed that turn-taking, entrance to the playgroup, and verbalizations about the play scenario are skills that potentially augment problem-solving skills and amplify their influence on learning performance. The study concluded that problem-solving skills and verbalization of the play scenario are critical factors affecting the learning performance of kindergarteners. Finally, this study concludes that play skills, as mentioned in several research papers, consistently affect learning performance. Thus, it recommends continually nurturing play skills to effectively enhance learners' learning performance.