Play-Based Activities as Strategies to Meaningful Learning of Kindergarten Learners

Early Childhood Education is essential in establishing the groundwork for a child’s lifelong experience. The incorporation of play-based activities has surfaced as an effective method to facilitate significant learning in kindergarten learners. Hence, this study aimed to determine the level of implementation of play-based activities implemented by kindergarten teachers in terms of type of play-based learning activities, duration and frequency of play-based, integration of play-based learning with curriculum and teacher facilitation of play-based in the Division of Malaybalay during the academy time 2024 - 2025. The data was gathered by using an adapted questionnaire from Taylor and Boyer by applying the descriptive-correlational research design. Grounded on the data gathered, the major findings are the following. There was a high level of implementation of play-based learning activities in terms of type of play-based learning activities, duration and frequency of play-based, integration of play-based learning with curriculum and teacher facilitation of play-based which means that teachers can employ well play-based activities inside the classroom setting. Grounded on the findings and conclusions, the ensuing recommendations. Teachers may assess regularly the level of implementation of play-based learning practices that were implemented and reflect on how they can be improved. This involves gathering feedback from teachers, children and parents, observing children during play and analyzing outcomes. Continuous evaluation and refinement can ensure that play-based learning remains a power tool for supporting children’s development.