Effectiveness of Play-Based Learning Approach and Psychosocial Health of Kindergarten Learners

This study aimed to determine the effectiveness of play-based learning among kindergarten learners, assess their psychosocial health, and establish relationships between these variables. Specifically, it measured play-based learning effectiveness in child choice and autonomy, social interaction in play, creative and imaginative play, and problem-solving and exploration; evaluated psychosocial health regarding joy, curiosity, confidence, social engagement, empathy, problem-solving, sharing, emotional management, and concentration; and identified significant relationships between these dimensions. Employing a descriptive-correlational design, data from kindergarten learners were collected via a validated survey and analyzed using descriptive statistics (means, standard deviations, qualitative levels) and Pearson Product-Moment Correlation. Results indicated "Very High" effectiveness across play dimensions: child choice and autonomy (M = 4.74, SD = 0.245), social interaction (M = 4.77, SD = 0.210), creative play (M = 4.77, SD = 0.191), and problem-solving/exploration (M = 4.82, SD = 0.294). Psychosocial health was also "Very High" overall (M = 4.81, SD = 0.242), with highest scores in joy (M = 4.89) and curiosity (M = 4.86). Correlation analysis showed significant positive relationships (p < .001): overall effectiveness (r = .612), social interaction (r = .557), problem-solving/exploration (r = .475), child choice/autonomy (r = .458), and creative play (r = .448). These findings affirm that play-rich kindergarten environments, emphasizing autonomy, collaboration, imagination, and exploration, robustly enhance emotional well-being, social competence, and self-regulation, supporting holistic child development.