Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 5 (2025)

Implementation of Play-Based Learning and Its Relationship to the Social Skills of Kindergarten Learners

Jamaica Cañete | Astrid Alimento | Christel Cuyos | Liberty Suson | Rizlie-an Tan | Margie Fulgencio

Discipline: Education

 

Abstract:

This study examined the implementation of play-based learning and its relationship with the social skills of kindergarten learners at a public elementary school in Talisay City, Cebu, during the 2025–2026 school year. Using a descriptive-correlational design, it assessed the extent of play-based learning implementation and its association with three key social skills: cooperation, sharing, and empathy. Data were collected through structured questionnaires administered to teacher respondents and analyzed using means, standard deviations, and Pearson correlations. The findings showed that teachers consistently integrated both structured and unstructured play into their daily lessons. Learners frequently displayed positive social behaviors, with cooperation rated as "Often" practiced, and sharing and empathy as "Always." Correlation analysis confirmed significant moderate positive relationships between play-based learning and cooperation (r = 0.542, p < 0.001), sharing (r = 0.565, p < 0.001), and empathy (r = 0.577, p < 0.001). These results suggest that the greater implementation of play-based strategies promotes stronger social competencies among kindergarten learners. The study concludes that play-based learning is a vital pedagogical approach for promoting cooperation, sharing, and empathy in early childhood education. The findings offer insights for educators and policymakers in advancing inclusive and developmentally appropriate early learning practices.



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