Play-Based Learning Activities of Kindergarten Learners for Reading Readiness
Abstract:
This study explores the role of play-based learning in promoting reading readiness among kindergarten learners, with particular attention to how instructional strategies and classroom experiences support early literacy development. Using a qualitative research design, data were gathered through teacher interviews and classroom observations in a private preschool setting. The findings reveal that interactive physical activities, multisensory engagement, personalized exploration, structured routines, and a literacy-enriched environment significantly enhance letter recognition and phonemic awareness. Play-based approaches were also found to strengthen foundational literacy skills, increase learner motivation, and support cognitive and social development, ultimately bridging early recognition to actual reading. Effective practices such as sensory integration, contextual learning, and daily reinforcement emerged as key strategies for success. The study highlights the importance of developmentally appropriate and meaningful play experiences in early childhood education and offers practical implications for improving reading outcomes in similar learning environments.
Keywords: early literacy development, kindergarten education, phonemic awareness, play-based learning
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