The Impact of Play-Based Learning on Early Literacy Skill

Maribeth M Miraflores; Celso C Dumalig

doi:10.55927/fjmr.v5i5.67

Authors

Maribeth M Miraflores Northeastern College
Celso C Dumalig Northeastern College

DOI:

https://doi.org/10.55927/fjmr.v5i5.67

Keywords:

Play-Based Learning, Early Literacy, Learner Engagement

Abstract

This study examined the effectiveness of play-based learning in enhancing early literacy skills among young learners using a mixed-methods design. Quantitative data from pre- and post-assessments measured improvements in phonemic awareness, vocabulary, comprehension, and writing readiness, while qualitative data explored teacher practices and challenges. Results revealed that learners progressed from a developing to a proficient literacy level, with significant gains supported by increased engagement during play-based activities. Teachers demonstrated readiness to implement the approach despite moderate challenges related to time, resources, and classroom management. The findings indicate that play-based learning is an effective and developmentally appropriate strategy for improving literacy outcomes and fostering active participation in early childhood classrooms.

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