Integrating the play-based instruction into curriculum: its level on effectiveness in kindergarten education in 3T’s public schools

Integrating play-based instruction in early childhood education enhances cognitive, social, and emotional development. This study examines its implementation in the Tampakan, Tantangan, and Tupi Districts, aiming to improve kindergarten literacy and numeracy through engaging learning activities. Despite its potential, challenges such as inadequate resources and teacher training hinder its effectiveness. Utilizing a total population sampling of 65 public kindergarten teachers, the study employed a demographic checklist and a Likert scale survey, analyzed through statistical methods, including Pearson’s correlation coefficient. Findings reveal positive perceptions of play-based instruction, with training (M=4.21, SD=0.66) rated highest and resource availability (M=3.83, SD=0.80) lowest. Play-based methods significantly impact emotional development (M=4.42, SD=0.65) and student engagement (M=4.41, SD=0.57). A moderate positive correlation (r=0.629, p=0.000) between integration and effectiveness underscores its benefits. These results highlight the need for targeted professional development to enhance the successful adoption of play-based learning in early childhood education.