Play-Based Approach: A Strategy in Teaching Number Recognition Among Kindergarteners in Private School

Abstract

This study examined the effectiveness of a play-centered approach in teaching number recognition among kindergarten learners of Inter-Asia Business Institute Philippines Incorporated during the School Year 2025–2026. Guided by the theories of Vygotsky, Dewey, and Montessori, the research utilized a one-group pretest-posttest design involving fifteen (15) kindergarten learners. The intervention integrated play-based activities such as number games, counting hopscotch, and storytelling to enhance cognitive engagement and numeracy skills. Findings revealed a significant improvement in learners’ posttest scores compared to their pretest performance, as confirmed by the Wilcoxon Signed-Rank Test (p < 0.001). The results indicated that the play-based approach effectively enhanced learners’ number recognition, motivation, and class participation. The study concluded that play-based learning is a powerful instructional method that fosters holistic child development and supports the MATATAG curriculum’s goals of meaningful and enjoyable learning. It recommended broader adoption of play-centered strategies in early childhood education to strengthen foundational numeracy skills.