Kindergarten Teachers' Stories on the Implementation of Play-Based Learning

Abstract

This study explored the twelve (12) kindergarten teachers' stories on the implementation of play-based learning in Sinacaban District, Division of Misamis Occidental during School Year 2025-2026. Using a qualitative phenomenological design, data were collected through in-depth interviews with twelve kindergarten teachers and were analysed thematically. Findings revealed three major themes. First, teachers implemented diverse play-based practices including role-play, games, storytelling, and hands-on activities, which fostered learner engagement, curiosity, and holistic development. Second, teachers faced significant challenges such as time constraints due to curriculum pressure, lack of materials and resources, limited classroom space, classroom management difficulties, learner diversity, and institutional policies prioritizing academics over play. Third, teachers recommended interventions including resource enhancement, time and curriculum adjustments, professional development, and instructional improvement strategies like guided play with clear objectives. The study concludes that, although teachers demonstrate resilience and creativity in implementing play-based learning despite persistent barriers, sustainable implementation requires systemic support such as adequate resources, flexible curriculum structures, and collaborative professional development. Play-based learning thrives when teachers, administrators, and policymakers collectively value play as the natural and essential way young children learn and develop.