An Action Research on Play-based Learning: Exploring the Idea of Play in Active

Learning among Grade 1- Learners

I. Introduction

The value of play in early childhood, particularly in preschool settings, has

been a topic of significant study. Play-based is one of many fascinating topics

in early childhood. In a survey conducted in 2010, 45% of parents said they

don’t have enough time to play with their children (Payne, 2013). Play is

frequently overlooked as “simply playing” rather than an opportunity for

children to learn. It’s possible that parents are simply unaware of the

advantages of play and now it might assist the child. Parents only want the

best for their kids. They frequently believe that education should resemble

school life.

Parents might not understand the value of play. When infants take books from

the shelf, they may be playing because they are exploring with gravity and the

characteristics of the books (Payen, 2013). Children pick up skills from task

that most adults might find easy or meaningful. However, there are lots of

straight forward exercises from which kids can learn a lot. Learning facts or

skills is not part of early childhood educations goal of educating the whole kid

(Badrova & Leong,2005).

The Advantages of Play-Based Learning

Literacy and language development

According to research, play promotes a child's literacy and language

development. A child's vocabulary grows and develops significantly during the

preschool years, and play-based learning encourages natural conversations.

Individual play-based learning also encourages language and communication.

A child will frequently speak to or narrate the toys they are playing with, even

acting out multiple sides of a conversation. Children engage in various forms

of communication while playing with one another, such as storytelling,

negotiation, and goal sharing. When playing "school," for example, children

will decide who will be the teacher and who will be the students. Adults can

help children develop their language skills through play by encouraging

conversation, asking questions, and introducing new words.

Social and emotional skills

Play-based learning is essential for a child's social and emotional

development, such as the ability to form positive relationships with peers.

Children learn to get along with one another, cooperate, communicate

effectively, problem solve, and resolve conflicts as they play together. They

are learning to wait in turns, take turns, and share their materials. These are

important skills to have later in life!

Play is also beneficial to the development of emotional skills. Children learn

about empathy, recognizing their emotions, and regulating them through play.

Play therapy, also known as "play therapy," is promoted by psychologists as a

stress reliever and a healthy way for children to work through their stressors.

Calm play can also give a child time to recharge and process information after

a long day.

Creativity and imagination

Children's imagination and creativity may appear to be natural abilities, but

they are skills that must be learned and developed. Play is essential in

assisting children in navigating situations in their lives, whether imagined or

real. This is why the self-directed component of play-based learning is so

important; play must be freely chosen in order to foster an imaginative

environment. A child can use anything to stimulate their imagination, such as

a stick in the garden that can be transformed into a sword, a fishing rod, or a

spoon. Children are creative problem solvers, whether they are pretending to

be a firefighter, mother, doctor, or teacher. This helps them develop into

creative, resilient adults who can adapt to their surroundings.

Confidence and a positive attitude towards learning

Confidence is one of the most important advantages of play-based learning.

Confidence fosters a child's ability to try new things and take risks. Allowing

children to choose how they play makes it easier for them to grasp concepts

because they are interested and engaged in what they are learning. It also

promotes independence in their learning by allowing them to lead the way.

They are not relying on an adult to tell them the correct answer or instruct

them on what to do; instead, they are making their own decisions.

The ability to learn at their own pace also aids in the development of a

positive attitude toward learning.There is no pressure on the end result in

play-based learning; the process is what matters, and they can enjoy the

learning without stress.

Motor abilities

Last but not least, play assists children in developing both fine and gross-

motor skills. Gross motor skills, balance, and hand-eye coordination are

developed through play activities such as throwing, climbing, running, and

jumping. Play activities such as drawing, painting, building, and roleplaying

help to develop fine motor skills.

Statement of the Problem

The purpose of this qualitative descriptive study is to determine the idea of

play in Active Learning among Grade 1 Learners. Most of the teacher

problems is the inappropriate behavior of the students specially the Grade 1

learners. Since they have a little period on listening the teachers should apply

a fun strategy to catch the attention of the pupils.

This study sought to find the idea of a play in the Active Learning among

Grade 1- Learners. Specifically, this study aimed to answer the following

questions.
 a. How does play affects in the active learning process of Grade 1

learners?

b. In what way does play improves the active learning process of the

learners?

Conceptual Framework

The conceptual framework of this study shows how effective the Idea of play

in Active Learning of the Grade 1- Learners.

It is visualized and understands how this study will proceed; a schematic

design showing the inter-relationship of the variables is shown below.

Output
Input Process

Exploring the Idea of Play  Collection of

in Active Learning among Advantages of Play-Based
Data
Learners in terms of: Learning among Grade 1
 Analysis and
Learners in terms of:
a. Literacy and Interpretation of
Literacy and language
language Data
development development, Social and
 Presentation of
b. Social and emotional skill Creativity
findings/results
emotional skills and imagination,
c. Creativity and Confidence and a positive
imagination attitude towards learning
d. Confidence and a and Motor abilities will be
positive attitude determine.
towards learning
e. Motor abilities
Hypothesis

1. The exploration of play in Active Learning will help the learners to learn

quickly.

2. After going through in play-based learning learners will have the higher

level of understanding rather than before going through it.

Description of the Action/Solution

Exploring group movement activities entails children moving their bodies

while listening to rhymes, songs, and stories. Such explorations allow children

to engage in and develop a variety of skills at the same time. For example,

when children act out a song or story they are listening to, they are

simultaneously developing skills in moving, listening, and literacy, resulting in

holistic learning and development. Simultaneously, they exercise choice and

autonomy in deciding how to perform the song or story. These explorations

also promote integrated learning of various learning areas, such as language,

music, and PAP, and help children develop holistically.

General Methodology

In order to perform this study, the researchers first requested the permission

of the Division office followed by the chosen school directly to the school
principal if it is alright to conduct a study as well as to the grade - l adviser in

her/his advisory with a subject of (30) pupils to answer the given questions by

the researchers. If this occurs, the researchers will simply collect data through

giving survey questionnaires.

References

Altun, Z. D. (2018). Early Childhood Pre-Service Teachers' Perspectives on

Play and Teachers' Role. International Education Studies, 11(8), 91-97.

Agwa, Y., Aziz, W. and Khalifa, G. (2018) ‘Evaluating Food and Beverage

Courses in Higher Private Tourism and Hotels Institutes in Alexandria:

Professionals’ Perception’, International Journal of Heritage, Tourism, and

Hospitality, 11(2/2)

Alharthi, B. A. F. H., Khalifa, G. S. A. and Bhaumick, A. (2019) ‘Redesign

University Operational Performance through Strategic indicators, and

Employees’ commitment’, International Journal of Innovative Technology and

Exploring Engineering (IJITEE), 8(9), pp. 372–380

Alharthi, B. A. F. H. et al. (2020) ‘Re-Engineering University Performance:

Antecedents and Mediating Variables’, Journal of Engineering and Applied

Sciences, 15(2), pp. 714–729. doi: 10.36478/jeasci.2020.714.729

Links

https://www.bestchance.org.au/blog/the-science-of-play-the-importance-of-

play-basedlearning
https://blog.edmentum.com/play-based-learning-what-it-and-why-it-should-be-

part-every-classroom?

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