Teachers’ Play-Based Learning Competence and Learners Development in Select Public Elementary Schools

Acquired over the last few decades, early childhood education has become a global consensus that strongly regards this period as the cornerstone for lifelong learning and development. This study aimed to assess the relationship of teachers’ play-based learning competence on learner’s development in the districts of Manolo Fortich 1, 2, 3, and 4 in the Division of Bukidnon for the School Year 2024-2025. It sought to answer the respondent’s profile in terms of age, position and teaching experience, the respondent’s level of play-based learning based on knowledge, skills, and attitude, the respondent’s learners’ development as to gross motor, fine motor, self-help, receptive language, expressive language, cognitive and social-emotional, and their significant relationship between the play-based learning and learner’s development domains and each of their profile. Descriptive-correlational research design and documentary analysis were used in this study to 150 early childhood educators and 300 learners as subject for it. Findings revealed that most teachers are middle-aged women with 6–10 years of experience, predominantly occupying entry-level positions, and generally perceive themselves as highly competent in applying play-based methods. Despite their very high level of competence in utilizing play-based learning strategies, there is no significant correlation between teachers’ self-assessed competence and their evaluation of learner development, indicating a possible disconnect that warrants further attention. Demographic factors like age influence teachers’ knowledge levels and perceptions but do not substantially impact assessment outcomes or overall competencies. The learners assessed are generally developing within expected ranges, although few reach advanced developmental stages, suggesting opportunities for enhancing skill development. The study concluded that despite very high level of competence, the absence of a significant link between teacher competence and learner assessment stresses the need for ongoing professional development, particularly in assessment tools and practices. Overall, although teachers are well-versed and positive about play-based learning, enhancing assessment skills remains critical to fostering holistic child development.