Kindergarten Pupils’ School Readiness Through Play-Based Learning Activities in Buhay na Pag-asa Christian School, S.Y. 2025-2026

Abstract

The primary goal of this study was to assess how play-based learning activities contributed to the development and enhancement of kindergarten pupils’ school readiness. It sought to evaluate key areas of cognitive, social-emotional, and physical development, identifying strengths as well as areas that required additional support. In addition, this study investigated the challenges pupils encountered during play-based activities and how these challenges affected their learning and engagement. One of the ultimate objectives was to provide recommendations and strategies to enhance teaching practices, support holistic development, and improve pupils’ readiness for formal schooling.

This study employed a quantitative descriptive design to examine the influence of play-based learning on school readiness. Teachers observed and rated pupils using a validated researcher-made questionnaire-checklist. Data were analyzed using frequency distribution, percentages, mean, and standard deviation to evaluate pupils’ performance in cognitive, social-emotional, and physical domains, as well as the contribution of play-based learning to critical thinking, emotional regulation, and motor skills.

Pupils frequently demonstrated readiness across cognitive, social-emotional, and physical domains. Play-based activities notably enhanced critical thinking, emotional regulation, and motor skills. Observed challenges included difficulty transitioning between activities, behavioral issues, limited space, and insufficient materials. Proposed strategies such as structured transitions, behavioral guidance, optimized learning spaces, targeted skill-building activities, peer collaboration, and ongoing formative feedback. This aimed to strengthen overall school readiness outcomes.

Findings indicated that play-based learning effectively supports holistic development and school readiness. Structured and purposeful play fostered cognitive, social-emotional, and motor skills, while targeted interventions mitigated common challenges, highlighting the importance of integrating play-based approaches into early childhood curricula for academic and social success.