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Abstract
This study explores the effectiveness of play-based learning in enhancing the numeracy skills of kindergarten learners, as perceived by parents and teachers, and its relationship with actual numeracy outcomes. Employing a quantitative, descriptive-correlational research design, the study gathered data from 25 kindergarten parents and 5 teachers across five schools. Data collection instruments included Parental and Teacher Questionnaires, as well as a Numeracy Assessment for kindergarten learners focusing on number recognition and counting. Results indicated that both parents and teachers perceived play-based learning as highly effective, respectively. However, statistical analysis revealed negligible negative correlations between the perceived effectiveness of play and learners’ numeracy skills, suggesting that numeracy development is influenced by a combination of factors beyond play alone. These findings highlight the multifaceted nature of early childhood numeracy development, emphasizing the need to integrate play with intentional, evidence-based instructional strategies. The study concludes that while play-based learning is a valuable pedagogical tool, its full potential is realized when combined with targeted interventions that address specific skill gaps. This research provides a foundation for optimizing play-based strategies to support holistic early childhood education. https://doi.org/10.30072/wjher.4.4
Keywords
Play-based learning, numeracy skills, kindergarten learners, early childhood education, number recognition, counting
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Journal: World Journal on Education and Humanities Research Volume (Issue): 4(4) DOI: https://doi.org/10.30072/wjher.4.4 Pages: 238-249Published: 12-02-2024Published: 1-2024(c) 2024 Niña Marah C. Sasan, Kaitlin Marie Opingo, Lilibeth Pinili, Helen Revalde, Marjorie Añero Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteSasan, N.M., Opingo, K.M., Pinili, L., Revalde, H., Añero, M. (2024). Unraveling the Nexus of Play-Based Learning Approach and Numeracy in Early Childhood Education. World Journal on Education and Humanities Research, 4(4), 238-249. https://doi.org/10.30072/wjher.4.4

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Final Submission Date: 10th October 2024
Acceptance Notification Date: 30th November 2024