EXAMINING PLAY-BASED LEARNING ON THE HOLISTIC DEVELOPMENT OF KINDERGARTEN LEARNERS: INSIGHTS FROM SELECTED TEACHERS

Abstract

This study explores the influence of Play-Based Learning (PBL) on the holistic development of kindergarten learners, with a specific focus on insights derived from selected teachers. A cohort of (n = 56) teachers from 28 kindergarten classrooms in Hohoe participated, having been purposively chosen based on their engagement in a play-based learning workshop. The investigation employed the Holistic Development through Play Questionnaire as the primary instrument for data collection. Construct validity of the questionnaire was established using Pearson correlation (r=0.96), while reliability was assessed through Cronbach alpha, adhering to a threshold of 0.7. Data analysis encompassed mean, correlation and Fuzzy C-Means Clustering. The findings revealed a moderate level of agreement among teachers (M = 3.55, SD = 0.945) regarding the positive influence of PBL on the holistic development of kindergarten learners. A significant positive correlation was observed among cognitive, social, and physical development domains, underscoring the interconnectedness of these aspects within the PBL framework. Moreover, distinct patterns of development were discerned across these three domains, illuminating the diverse facets of children's development fostered by PBL. In conclusion, this study underscores the role of PBL in empowering holistic development among kindergarten learners, as endorsed by the insights of selected teachers. The findings hold implications for the design of effective PBL activities that are rich in the development in early childhood learners.