Exploring preschool teachers' pedagogical approach in the implementation of online play-based learning in the Philippines
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ID: 285913
2024
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Abstract
This qualitative phenomenological study aimed to explore the first-hand experiences of preschool teachers in the Philippines in relation to the unexpected implementation of play-based learning in the online setting. A wide range of research identifies how play contributes to the holistic growth and learning of children. Through play, children freely interact with people, objects, and environment which creates opportunity to explore the world as well as to develop social, emotional, cognitive, motor, communication, and critical thinking skills. In facilitating play-based learning, the perception of teachers on its importance in the development of children becomes even more crucial. By intentionally providing playful invitations, teachers can encourage children to actively engage in exploratory and hands-on activities to help them reach their full potential. Research shows that the lack of preparation in the abrupt exposure to virtual education negatively affected the behavior of teachers (Khalil, Aljanazrah, Hamed, Murtagh, 2022). Research further shows that the need to meet the academic needs of children added to the burden of teachers in terms of implementing play-based learning in the virtual setting (Acevedo, 2022). The results of this study revealed the challenges as well as opportunities experienced by the participants in the sudden shift of teaching and learning to the online setting. It also identified the strategies used by teachers to effectively facilitate online play-based learning in the Philippines.
Keywords: play, online, learning, preschool, Philippines
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| Authors | Nubla, Belle Jeremie R. |
| Journal | Malay Journal |
| Year | 2024 |
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