Challenges and utilization of play-based approach of kindergarten teachers

This study examined the influence on the challenges encountered by kindergarten on the level of utilization of play-based approach in Lagonoy North District for the school year 2024-2025. It assessed challenges in terms of child-centered learning, engagement and interaction, environment, assessment; level of utilization same aspects were used. The study employed a descriptive-correlational method with 14 kindergartens of the district. Data were gathered through questionnaires andunstructured interviewand analyzed using weighted mean, Pearson correlation, and coefficient of determination.Findings revealed that teachers had a challenge (M=4.05), were moderately high, and the level of utilization of play-based approach (M=4.41), were highly utilized. Challenges and level of utilization showed mixed correlations (0.353 to 0.97), with a significant relationship in select aspects. The study recommends a professional development training programs that focus on play-based learning strategies, effective classroom management, and alternative assessment methods to lessen the challenges encountered by the kindergarten teachers. It concludes that kindergarten teachers integrate play-based approach in teaching but struggle in implementation, so targeted interventions are needed to enhance the utilization and lessen the challenges encountered.