EFFECTIVENESS OF PLAY-BASED LEARNING ON DEVELOPING SOCIAL SKILLS

IN EARLY CHILDHOOD EDDUCATION AT AMAYA ELEMENTARY SCHOOL

GROUP 2

Arciaga, Justine

Cuenza, Lordjin

Ducon, Carl Kenjie

Bituin, Jhaezel

Castillano, Cristina

Cericon, Mary Queen

Godala, Nathalie Kean

Jimelo, Abigael

BEED3 SECTION 2
 INTRODUCTION

The impact of play-based pedagogies has seen Vygotsky believe that cognitive growth

occurs within social interactions (Roden & Szabo, 2017). Play in early childhood classrooms

incorporates social interactions between children. There are quite several categories that play

can fall into. Unstructured play allows children to negotiate, share, work in groups, resolve

conflicts, and learn self-advocacy skills Yogman et al., (2018). Unstructured plays allow

teach children to move and play at their own interests, and learn decision-making (Lowry,

2006). The type of play used is most preschool setting is structured to directly teach academic

skills and concepts (Messy, 2013). Each item in the centre is put there for an intended

purpose.

These play experiences are carefully thought by the practitioner. Numbers or letters may be

put in centres that are not typical, such as in the block centre or the sensory table (Tang &

Hang, 2003). There are also materials the practitioner can set out that let learners explore with

less of an intended academic purpose but to foster children’s needs, such as sandpaper letters

for finger tracing, sand trays for writing letters, brushes, paints, and jumbo pencils (Rushton,

2011). Nonstandard materials can be put in the centres for learners to explore and learn from.

Mowafi et al., (2019) proposed research on interactive play and learning skills related to

number learning. further, Walsh and Campbell (2018) wrote a chapter on play pedagogies

focusing on literacy on that introduced learners to mobile devices. As stated earlier,

reseachers have written about play pedagogies. Also, Daubert et al., (2018) focused on this

play as a social development for young learners. The important question now is how different

this research is. The researchers tried to look into play-based pedagogies in rural areas where

practitioners focus more on mobile centres. The practitioners saw a gap where the mothers of

these children work and cannot reach early learning centres in their communities, so they

introduced mobile centres.

 The impact on learning playing games can not only fill up spare time, but can also lead to

changes in knowledge, attitudes, behaviours, and skills fentherler et al., (2012). Various

research today discusses the impact of games on learning. A categorization scheme of

learning outcomes that covered cognitive, affective and motor skills were proposed Kraiger et

al., (1993).

As games develop at fast pace, Wouters et al., (2009) suggested that collaboration and

social skills should also be considered as learning outcomes can be further deconstructed into

more specific skills. Thus, one of the interest of this study is to explore the subsection of the

learning outcomes (i.e. problem-solving skills, behaviour changes, motor skills, social skills,

etc.) to provide a clear, direct, and comprehensive view of the impact games on learning. By

understanding the potential of games in learning, educators, researchers, and game developers

can make careful plans to utilize games for learning

 Statement of the Problem

The research study generally aims to identify the effectiveness of play-based learning on

developing social skills in early childhood education at Amaya Elementary School.

What is the profile of the students as to:

1.1 Age

1.2 Gender

1.3 Grade level

What is the level of effectiveness of play-based learning on developing social skills in early

childhood in terms of:

2.1 Teamwork

2.2 Communication

2.3 Participation

3. Is there a significant difference between the level of effectiveness of play-based learning

towards the respondents when grouped according to grade level?

Statement of Hypothesis
Children in Amaya Elementary School who are involved in play-based learning will show

higher levels of social skills than those who participate in traditional learning methods.
Theoretical Framework

"Cognitive development and Sociocultural theory "

This research was based on the study of theorist like Piaget the "Cognitive development

theory" and Vygotsky the "Sociocultural theory" considered play to be an important as a path

to the learning process. Piaget characterized learning through play as a process that involves

practice play, imaginative play, and extracurricular play under a set of rules. Piaget suggests

that all children will go through these stages in this order, but will do so at their own pace.

Some children may take longer to move to the next stage than others, and this is to be

expected. However, Vygotsky believed that kids may be helped to advance from a place

where they are now performing to one where they can reach their full potential. Vygotsky

believed the zone of proximal development was created through play which was when

children could, "operate at their highest possible cognitive level" (Smidt, 2006, p. 46).

Vygotsky suggested that play is the main source of development in early years. "In play a

child deals with things as having meaning. Word meanings replace objects, and thus an

emancipation of word from object occurs" (Vygotsky, 1933, p. 11). Bruner also showed an

interest in play which he described as an approach to, "doing something and not an activity in

its own right" (Smidt, 2006, p. 46). This suggests that children can learn through the process

of play which is not an activity in itself but a tool to comprehend aspects of literacy,

numeracy, and anything in the environment around them. Bruner also believed that through

imaginative play children substituted reality in a way, and with that approach created

symbols. Vygotsky also believed that the way in which we communicate with others

influences the way in which we learn.

According to him, we learn by talking to others and listening to what they say. We then

try to apply what we learned to similar situations in the future. In addition to studying
children, Vygotsky also spent much of his career working with teachers. His goal was to

develop ways in which teachers could enhance students' abilities to learn. One of his ideas

was that teaching methods must be adapted to fit the individual student. His theories have

influenced educational practices worldwide. However, his ideas have also been criticized.

Some argue that Vygotsky's emphasis on interaction between teacher and learner is too

simplistic. Others believe that his focus on external factors rather than internal ones is

misguided. Regardless of whether you agree with his theories, Vygotsky's influence cannot be

denied. His ideas continue to shape education today.

 Conceptual framework

INPUT PROCESS OUTPUT

The research study •Data collection of •Identified the factors that

generally aims to identify
the effectiveness of play- student's profiles influence the relationship
based learning on
developing social skills in between play-based
early childhood education •Administering survey
at Amaya Elementary learning and social skills
School. questionnaires
development, including
What is the profile of the
students as to: •Organization of student's
children's prior
1.1 Age responses
1.2 Gender experiences and abilities,
1.3 Grade level
•Statistical analysis of teacher's instructional
What is the level of
effectiveness of play-based data strategies, and school
learning on developing
social skills in early policies.
childhood in terms of:
2.1 Teamwork
2.2 Communication
2.3 Participation
3. Is there a significant
difference between the level
of effectiveness of play-
based learning towards the
respondents when grouped
according to grade level?

Feedback

The conceptual Framework that was used in this study is the Input-process-output Model
as shown in the figure 1. It includes all the information that are required in the process, the
specific details of the process itself. It also shows what is the process on how impact of Play-
Based Learning and social Development in early Childhood Education at Amaya Elementary
School.

Scope and Delimitations

This study is a limited observation of about 50 students at Amaya Elementary School.

The researchers concentrated on the effectiveness of play-based learning in developing social

skills in early childhood education and researcher wants to know if this strategy is effective to

the respondents.

Significance of the Study

This study will be valuable and significant to the following:

Students - Students will benefit by learning how play-based learning fosters the development

of social skills. In addition to enjoying their play-based learning lesson, students will have the

opportunity to enhance their social interaction.

Teachers - Teachers are key participants in this study, as they use play-based learning

strategies to support their students' social development. The findings of this study can help

teachers refine their approaches to promoting social skills

Parents - Parents will gain insight into how play-based learning contributes to their children's

social development. By encouraging their children to engage in such activities, parents can

actively support the enhancement of their children's social skills, while also observing the

outcomes in everyday interactions.

Future Research - the findings of this study will serve as a guide for future research,

offering valuable insights into the role of play-based learning in social skill development.
 Definitions of Terms

Play-Based Learning - is the union of educational learning theories, course curricula, and digital

gameplay with the goal of enhancing the learning experience (Jayasinghe & Dharmaratne, 2013; Roodt

& Ryklief, 2019).

Social Skills - the skills we use every day to interact and communicate with others. They include verbal

and non-verbal communication, such as speech, gesture, facial expression and body language.

Pedagogies - the method and practice of teaching, especially as an academic subject or theoretical

concept.

Categorization Scheme - is a defined set of categories that are mutually exclusive and jointly

exhaustive, used to classify objects or terms based on subsets or attributes subsection.

Extracurricular - an extracurricular is any activity that doesn't count towards an academic credit. These

are activities that students participate in outside of class, such as activities in the arts, athletics, personal

commitments and so on.

Proximal Development - the space between what a learner can do without assistance and what a

learner can do with adult guidance or in collaboration with more capable peers.

Emancipation - the fact or process of being set free from legal, social, or political restrictions;

liberation.

Sociocultural - combining social and cultural factors.

Cognitive - relating to, being, or involving conscious intellectual activity (such as thinking, reasoning,

or remembering.

Research Design

This study determine the Effectiveness of Play-Based Learning on Developing Social

Skills in Early Childhood Education at Amaya Elementary School. As the framework or

strategy for our study serves as a guide for gathering and interpreting data, the researchers,

employed descriptive research design in this part of our study. A study design explains the

procedures and strategies for gathering the data required to organize or resolve issues. In

addition to this, Phillip S.B. (1971) defines research design as the blueprint that indicates the

beginning and end of the study. Kerlinger N.F. (1986) defines research design as a plan and

structure of investigation thus conceived on to gain answer to the research question.

Population and Sampling

The participants of this study are Upper Primary education students Grade 4 to Grade 6 of

the public School at barangay Amaya I, the guesstimated population of grade 4 is 150 student

and the guesstimated population of grade 5 is 140 and the guesstimated population of grade 3

is 170, each section has a 30 - 40 students.

The sampling technique that we are going to use is convenience sampling technique, even

the population of respondent is huge not all of the student can be the respondent due to the

reason that they might not participate to the survey since they are children and not all of them

always present to their class.

Respondent of the Study

The researchers want to investigate the effect of play-based learning on the growth of

social skills in early childhood education, We will give them survey questionnaires and the

method that we will be using in this study is Convenience sampling technique. The

participants of our study will be choosen randomly at Amaya Elementary School in Grade 4
to Grade 6. For this study, fifty (50) participants will be polled and the respondents are

fourth- through six-grade students.

Research Locale

This study will be conducted in City of Tanza, Cavite, particularly in Public Elementary school in

Barangay Amaya I. The participant of the study will be the Grade 4 to Grade 6 students of Public

Elementary school. This study will be conducted on December 2024.

Research Instrument

The researchers will use survey as a research tool since it is our responsibility as researchers to

ascertain how well play-based learning fosters the development of social skills in early childhood

education at Amaya Elementary School. A survey is a technique for obtaining data from a sample of

student by asking pertinent questions in order to comprehend populations as a whole. The majority of

the survey questions are open ended, allowing the collection of detailed information.

Data Gathering Procedure

Once the research instrument approved which is 1 on 1 survey by the Grade 4 to Grade 6

students, we formally write a letter to the superintendent of the Amaya Elementary school

thru the respective school heads of the Amaya Elementary school in Tanza Cavite for their

permission to 1 on 1 survey to their grade 4 to grade 6 students that will be held in their

school, respectively.
PHASE I: A letter of request was prepared. The researcher constructed a questionnaire

checklist, validated by the researchers validator then the questionnaire checklist are

contributed. The researcher conducts the research in Amaya Elementary School through

survey form.

PHASE II:The researcher explains to the respondents the importance of their response to the

study. The researcher will clarify some terms to the respondents so that they can answer it

with full knowledge and confidence. The researcher will humbly ask the respondents to

answer the questionnaire with all honesty.

PHASE III: After the respondents answered the questionnaire, the researcher collected and

tallied the data interpretation. The researcher asks the statistician to help in determining the

appropriate statistical tool to be used and in interpreting the data. Based on the data, the

researcher comes up with conclusion and recommendations for this study.

 Review Related of Literature

Foreign Study

The significance of play-based learning (PBL) in early childhood education cannot be

overstated, as it is fundamentally intertwined with children's natural modes of learning and

development. Globally, PBL is recognized for its role in fostering holistic development,

encompassing cognitive, social, emotional, and physical growth (Lester & Russell, 2008;

Keung & Cheung, 2019). In the context of early childhood education (ECE), the effectiveness

of PBL is contingent upon educators' understanding and implementation of its principles

(Hardiyanti, 2021; Tambunan et al., 2022). The quality of education that young children

receive is crucial for their long-term educational and social outcomes (Munandar in Fadlillah,

2018; Zaini, 2019). Therefore, it is imperative to examine teachers' perspectives on PBL to

ensure its successful application in ECE settings. Previous research has extensively

documented the benefits of PBL for young children. For instance, studies have shown that

PBL can enhance children's creativity, problem-solving skills, and social interactions (Hayati

& Putro, 2021; Fadlillah, 2018a). Additionally, PBL has been associated with improved

linguistic, cognitive, and motor development (Munandar in Fadlillah, 2018; Keung &

Cheung, 2019). The theoretical underpinnings of PBL are supported by Vygotsky's Cultural-

Historical Theory, which posits that play is a critical component of learning and development,

allowing children to explore, experiment, and interact in a meaningful way (Ridgway et al.,

2015). Furthermore, play is characterized by its intrinsic motivation, voluntary nature, and

focus on process rather than outcomes (Jeffre et al. in Fadlillah, 2018b; Smith et al. in Hayati

& Putro, 2021).

Local Study

In the Philippines, as in many parts of the world, education serves as a cornerstone for

societal progress and individual empowerment. With a rich cultural tapestry and a diverse

population, the Philippine educational system faces the perennial challenge of equipping

students with the skills and competencies necessary to thrive in an ever-changing global

landscape (Nicol et al., 2018). Amidst this backdrop, the concept of play-based learning

emerges as a promising pedagogical approach that not only resonates with the natural

inclinations of children but also fosters holistic development, creativity, and critical thinking.

As the world becomes increasingly interconnected, the Philippines has welcomed a growing

number of international teachers who have brought with them diverse perspectives,

experiences, and educational practices (Dias et al., 2020). These educators, hailing from

different corners of the globe, encounter the unique intricacies of the Philippine educational

context as they strive to integrate play-based learning into their classrooms. Despite the

growing recognition of play-based learning's potential, its integration into the Philippine

education system remains a work in progress. As international teachers embark on this

educational journey, they are confronted with the multifaceted challenges of understanding

local cultures, navigating language barriers, and aligning their teaching methodologies with

the Philippine curriculum (Mertala, 2019).

Foreign Literature

The significance of play-based learning (PBL) in early childhood education cannot be

overstated, as it is fundamentally intertwined with children's natural modes of learning and

development. Globally, PBL is recognized for its role in fostering holistic development,

encompassing cognitive, social, emotional, and physical growth (Lester & Russell, 2008;

Keung & Cheung, 2019). In the context of early childhood education (ECE), the effectiveness
of PBL is contingent upon educators' understanding and implementation of its principles

(Hardiyanti, 2021; Tambunan et al., 2022). The quality of education that young children

receive is crucial for their long-term educational and social outcomes (Munandar in Fadlillah,

2018; Zaini, 2019). Therefore, it is imperative to examine teachers' perspectives on PBL to

ensure its successful application in ECE settings. Previous research has extensively

documented the benefits of PBL for young children. For instance, studies have shown that

PBL can enhance children's creativity, problem-solving skills, and social interactions (Hayati

& Putro, 2021; Fadlillah, 2018a). Additionally, PBL has been associated with improved

linguistic, cognitive, and motor development (Munandar in Fadlillah, 2018; Keung &

Cheung, 2019). The theoretical underpinnings of PBL are supported by Vygotsky's Cultural-

Historical Theory, which posits that play is a critical component of learning and development,

allowing children to explore, experiment, and interact in a meaningful way (Ridgway et al.,

2015). Furthermore, play is characterized by its intrinsic motivation, voluntary nature, and

focus on process rather than outcomes (Jeffre et al. in Fadlillah, 2018b; Smith et al. in Hayati

& Putro, 2021).

Local Literature

In today's rapidly evolving globalized world, education systems are facing increasing

challenges in preparing students for an uncertain future marked by technological

advancements, socio-cultural diversity, and complex problem-solving demands. As educators’

endeavor to create dynamic and effective learning environments, one approach that has

gained recognition for its potential to foster holistic development is play-based learning. This

pedagogical approach embraces the innate human inclination towards playful exploration,

imagination, and discovery to promote meaningful learning experiences (Dorn et al.,2020).

Play-based learning transcends geographical and cultural boundaries, making it a relevant and

universally applicable concept in diverse educational settings (Lederman, 2020). As more

educators and policymakers recognize the significance of this approach, its implementation

has extended beyond local contexts, leading to the emergence of a diverse group of

international teachers who are actively engaged in integrating playbased learning strategies

into their classrooms.